Science and Technology courses via e-learning: an African scenario with lessons from South East Asia.

Learning through electronic media and methodologies is taking roots in all parts of the world. So are e-teaching, e-evaluation and e-management of teaching learning processes. This is indeed true for Africa. Case in point is the recent step forward at the University of Botswana, Southern Africa, where a U. sponsored Education for Democracy and Development Initiative (EDDI) project is in progress. More than 50% of the instructional technology funds and efforts under the project are devoted to the establishment of videoconferencing and e-learning infrastructure. The other 50% is for staff development and smart classrooms to implement newer instructional technologies.

Similar developments on e-learning in several South East Asian universities have prompted the author to draw parallels and, hence, to derive lessons from their experience--particularly in relation to the effectiveness of science and technology courses.

Accelerated technological development enshrined in the constitutions of developing countries and their national development plans are all too focused on building greater technological base and greater science and technology research capacity. The National Development Plans--NDP-8 and NDP-9 in Botswana, together with Vision 2016 titled Towards Prosperity for All--are guiding the nation for greater reliance on industrialization rather than resting on the glory of diamonds for which Botswana is famous. While mandating to do so, universities in Africa often lack laboratory and workshop facilities for increasing campus enrollment. For example, classroom seating capacity, workshop and laboratory infrastructure pose an upper limit of 10,000 students at the University of Botswana. There is also the added problem of campus space and infrastructure such as water supply, electricity and sanitation. A recent government directive to increase the enrolment to 15,000 requires that viable options must be explored for expans ion beyond the portals of the universities. Electronic media--i.e., e-learning of one mode or another--appears to be a natural option because it overcomes the problems of space and infrastructure in the campus. While it may be acceptable for other subjects, its effectiveness for Science and Technology (S&T) courses needs to be evaluated.

NATURE OF SCIENCE AND TECHNOLOGY EDUCATION

Teaching in the area of S&T differs from teaching in all other disciplines, for example, social sciences, humanities, language arts and education. S&T courses are typically structured in terms of numbers of lecture, tutorial and practical hours per week, in other words, L, T and Ps per week.

This is often referred to as the L-T-P nature of S&T education. For example, a mechanics course may be structured as 2L, 1T and 3P, showing two lecture hours, one tutorial hour and three hours for practical per week throughout the semester. A Typical course in workshop technology or material processing may well be specified as 1L, 6P, showing that workshop exercises take six times the time required for teaching the theory component. Likewise, courses in electrical, civil, mechanical and other engineering and technology disciplines are normally weighted towards a greater percentage of time for practical work. Some areas like architecture and industrial design are more project and workshop based, with a large amount of studio work demanding individual teacher supervision of students' work. Most S&T courses need to be monitored for continuous assessment of student performance. The weightage of the end-of-semester examination to continuous assessment ranges between 0:100 % to 70:30 %. This shows that continuous m onitoring and assessment are indispensable.

This is, indeed, the scenario of S&T education in the world: greater emphasis on practical work, as opposed to several other subjects where theory is the predominant component. Practical tasks in S&T are the essence of all training because of the very nature of the profession for which students are being trained.

ALTERNATIVES TO HANDS-ON, PRACTICAL WORK

Of the lectures, tutorials and practicals required for S&T courses, practicals pose the greatest challenge in the e-leaming format. As a matter of fact, lectures and tutorials are better conducted by combining the two into interactive e-learning sessions. This point has been researched and well documented that students are more comfortable with self-paced e-learning than with attending one-way lectures and waiting for tutorial sessions to seek clarification of concepts and meaningful problem solving. The psychology of learning supports such combined lecture-plustutorial sessions with continuous interaction and immediacy of feedback completely. There are several possible alternatives to include practical work--actually or virtually--in the e-learning format:

* Supplement the e-learning sessions with freestanding sets of practical tasks--in other words, offer workshop exercises and laboratory experiments at intervals.

* Create virtual or e-experiments under simulated conditions with appropriate computer software, which are built-in parts of the e-learning packages.

* Demonstrate live and/or online experiments though pre-arranged, two-way videoconferencing alongside an e-learning environment.

* Prepare and make available CD-ROMs to demonstrate and/or conduct animated virtual experiments.

* Interface the laboratory equipment with computers so that students operate equipment, in turns, and perform remote-controlled, online experiments in real time.

* Design lessons with innovations, complete with demonstrations and case studies by extending the known instructional design principles, thus eliminating the need for practical work.

There are some additional aspects of practical work that students may not be able to experience via e-learning. One such aspect is the relaxed environment with fellow students under which practical work is performed, often working in small sociological groups. Group work is known to result in teamwork and team spirit, which is an important aspect of training for rapid industrialisation. Teamwork is given greater weightage in some countries, like Japan, compared to other countries. This has led to greater number of collaborative ventures and team spirit in Japan. Shared e-learning environment with small groups of two or three students learning together may be able to address this problem.

SOUTH EAST ASIAN REGION SCENARIO

A number of articles have appeared from universities in Taiwan, Singapore, Korea and Japan in the Proceedings of the International Conference on Computer Education (ICCE) over the last two years. These articles show that the universities have undertaken several interesting studies. Networked virtual environments for collaborative learning (Chee & Khoo, 2000) examine how desktop virtual reality can be used to enhance the quality of student learning in Singapore. The Collaborative Virtual Interactive Simulations (CVision) system is proposed after evaluation with respect to Brna's hypercube. An innovative, Internet-based project called Educities and a School for All (Young, 2001) considers city and citizen as the operating metaphor, and it provides a variety of opportunities for students to take roles such as online teachers, peer-tutors, police and student journal editors to serve others. Through role-playing in this cyber-city, web-learners' efforts are recognised and respected. The School for All is a virtual , non-degree, competency-based, interest-oriented, online, distance-lifelong education learning school established in the Educities.

Several interesting studies have also emerged within e-learning pertaining to the subjects of science and engineering. The Virtual Laboratory of Engineering Mechanics (VLEM) (Huchao & Jiangang, 2001) is an interactive, real-time simulation software for the experimental teaching of undergraduate engineering and science subjects. The VLEM can be used by faculty for in-class presentations and demonstrations and by students anytime and anywhere to practice the experiments of engineering mechanics. It is an excellent example of the use of multimedia in teaching science and engineering courses without the need to have hand-on experiments. Among the experiments performed were the following:

* Forced vibrations

* Damped vibrations

* Rigid rotor dynamic balancing

* Tensile rupture test

* Compressive test

* Impact test

* Large deflection stability analysis

Uses of VLEM to demonstrate the value of the simulation experiments show that experiments can be performed in stages commencing with objectives, studying the principles, preparing experimental set-ups, choosing appropriate instruments, conducting the experiment and analysing the data. Learners have a choice of selecting any experiment at any time. Some basic theory pertaining to each experiment is available alongside it, and more can be looked up elsewhere.

It has been shown that a virtual physics laboratory with Java Applets (Hwang, 2000) can be used to play and enjoy learning physics, more so when the primary concern of a teacher is teaching instead of technology Learners are allowed to interact with animation by modifying the parameters and forcing higher-thinking skills. Many teachers around the world are already employing the Java Applets in their day-to-day instruction because they are small and meaningful. These attributes closely match those of modern educational theories where learning should be self-motivated and rewarding activity.

The multimedia software employed for the experimental packages consists of authoring tools--for example, Macromedia Authorware, rather than the programming languages such as Borland C++ or Visual Basic, mainly because of ease of use of authoring tools and their universal adaptability. Furthermore, computer simulation of experiments enables online processing of data, for example, drawing of the load-extension diagram and stress-strain curve in real time alongside the progress of tensile rupture experiment. This aspect of integrated computing renders experiments visually and mentally more satisfying, as well as better instructionally oriented than the conventional laboratory experiments.

The interfaces of experiments are similar to the real environment. Use of 3DS MAX software renders almost all images truly three-dimensional. This way, the learner can feel actual experimental circumstances. The learner can also prepare a well-thought-out plan before beginning an experiment. With several features such as those previously mentioned--as well as randomness, abundance and universality--the experimental learning environment can be both motivational and entertaining, while equaling the instructional value to the conventional laboratory experiments.

The experience of web-based computer test systems for courses offered from Japan to Thailand (Ueno & Nagaoka, 2001) suggest that distance testing should be consistent to unify the functions of:

* CATC - Computer Assisted Test Construction

* CAT - Computer Assisted Testing and

* CADA - Computer Assisted Data Analysis

The advantages of such a testing system include employing familiar and compatible software; catering to distance education as well as face-to-face situations; and automatic data processing during test execution--for example, marking, analysis and plotting so that test results are available immediately after the test session. Teachers and students in remote locations can, thus, get feedback and discuss the same as soon as the test is concluded.

Intelligent learning environments are being explored in high-school subjects. One such investigation is in the area of chemistry (Yoshikawa, Inoue, Takahashi, Konishi, & Itoh, 2001). It shows that an outline of a system incorporating teaching strategy, learners model, world model, a simulator and other components like attribute world generator, explanation generator and so forth can result in meaningful demonstration of experiments. One example consists of two beakers with acidic and basic solutions, and neutralising is shown to take place with H+ ions combining with OH--ions, both symbolically and visually.

Apart from experiments, S&T involve visual reasoning about geometric aspects of physical objects and processes (Kim, McRoy, & Dicker, 2001). Intelligent tutoring systems with intelligent, instructional software are being explored that can adaptively support different student learning needs, track students' progress and give active critiquing. The intention is to provide a learning system within which a student can develop visualisation and spatial reasoning capabilities in a self-spaced series of exercises.

The Open Learning Institute (OLI) of Hong Kong has taken a lead in distance education by switching from print-based material to interactive multimedia (Murphy, Tsang, & Vermeer, 1997). Two case studies on interactive multimedia effectiveness--one on the history of Hong Kong and the other on learning Putonghua--have demonstrated that interactive CD-ROM programmes are more effective than print media and non-interactive CD-ROMs already available on the market. Ever since, the OLI has pioneered in the emergence of computer-based, interactive, distance education course materials.

EXPERIMENTS IN AFRI CA

The present mood in Africa is truly reflective of the slogan of African Renaissance, with greater awareness and commitment to education--more so with the advent of distance and e-learning technologies. The same is enhanced by financial and technological support from the more advanced countries, perhaps more than ever before. Western Europe, the United Kingdom, Norway, Sweden, the Netherlands and Japan are sponsoring greater numbers of projects in different parts of Africa. Awareness and realization of the need to utilize e-learning is driving the Southern African Development Community (SADC) to undertake experiments and pilot studies.

Studies at the University of Pretoria under Knowledge-based Educational Learning Project (KELP) project and at the University of Cape Town in South Africa--together with limited two-group design with control and experimental group studies at the Faculty of Engineering in the University of Botswana in Southern Africa--have all shown the potential of e-learning in Africa.

In a review of the impact of innovative technologies in teaching and learning in Southern African, (Pandey, 1997), it has been shown that modern technologies, such as computer-assisted instruction, hold the key for universalisation of education in Africa. The Botswana example is a success story where the educational technology department has been widened to constitute a Centre for Academic Development (CAD) who has a mandate to introduce newer technologies including e-learning at the several university campuses. Previous success stories--such as interactive short courses via video teleteaching with one-way video and two-way audio (Bhattacharya, & Kumar, 1997)--have paved the way for further use of educational technologies. The video tele Leaching case study shows that a studio simulated as a classroom with chalkboard, overhead projection, models, video clips and computer software projection is an effective method of conducting distance courses. A teaching session time of 42%, with question/answer time of 21%, self-learning assignments of 27%, panel discussion, pre- and posttest, valedictory of the remaining 10% resulted in 71.4% of the relative percentage gain in the knowledge of the students. It demonstrated that simulated techniques of teaching and learning indeed can be extended with newer formats.

A study at the University of Botswana was conducted by employing a CD-ROM on design and technology (D&T) procured from the UK earlier this year. Thirty-six first-year students taking the course Foundations in D&T were divided into two groups. The control group was taught via lectures, tutorials and practicals, and the experimental group was assigned to learn by employing the CD-ROM. Students in the experimental group were allowed to interact between themselves because they were seated in a big room. A pretest and posttest performance study showed that students learned the theory part of the course with no significant difference in the two groups. There was so much difference in the practical portion that the study had to be abandoned and the students in the experimental group were taken through the practical components again. The difference was, therefore, noticeable and highly significant. A comparison of e-learning and normal classroom learning for different subjects shows the following in the African conte xt:

* E-learning is a viable method of extending the university education far and wide beyond the campus any where and any time of the day

* E-learning can bring about the much needed multiplier effect in terms of off-campus student enrollment.

* E-learning currently lacks the supplementation necessary to teach practical aspects of courses encountered in S&T.

* Student motivation is the driving force behind e-learning. This is greater in S&T courses with greater job opportunities for S&T students.

* E-learning can contribute to the much needed quality of teaching and learning, more so in the face of a shortage of qualified and experienced teachers.

* E-learning can support large classes and an ever increasing number of students in Africa.

* E-learning can bring about greater learnerlearner and learner-teacher collaboration and, hence, healthier methods of team learning.

* E-learning techniques can lead to greater research and development opportunities among university students and staff.

* E-learning is conducive to greater academic freedom and, hence, independence.

* E-learning can support student opportunities of global learning and global standards of education.

* E-learning can offer a cost-effective methodology of mass education in the long run.

* E-learning can contribute to the free flow of education, universal education and, hence, general literacy and the annihilation of the digital divide.

* E-learning currently lacks management and service support for continuous assessment in Africa, which is necessary to be built as a part of the e-learning system.

Enhancement of learning through practical work poses a major challenge before e-learning becomes popular in Africa. The University of Botswana is in the process of installing a videoconferencing infrastructure at several locations within the country alongside the developing e-learning facilities. The functional specifications of the web-based, learning management system being acquired are that the system should include controlled access, Internet course delivery, online electronic collaboration via e-mail, message board and chat rooms, online scope for assessment, oniine help and instructions and formatted printing. In addition, the system would permit course scheduling, referencing, communication with e-commerce and user training facilities. It would also be possible to have an individual learner-and group-tracking facility and selective release of assignments, feedback and monitoring. The system has data facilities including learner biographical and course records, registration, course fee payment records, user identification and passwords, assessment criteria and results, tracking criteria, course materials, exercises, assignments, discussions, schedules and scope for overriding commands by the faculty and management.

Some studies on live, closed-circuit television to bring the workshop alive to the classroom show that videoconferencing has a fair chance of mitigating the problem of a lack of practical work. Interactive videoconferencing can bring live demonstrations and create question-and-answer sessions on practical work to inculcate critical thinking. Innovations must be made by faculties undertaking such courses because they are the ones who will understand the in-class dynamics in these situations. Well-designed CD-ROMs may also perform as well as the live videoconferencing sessions, but further research and development is necessary before drawing conclusions. In short, several learning packages, complete with virtual practical learning environments, need to be prepared, tested and validated before adopting the e-learning mode of education in S&T.

CONCLUSION

This article highlights the need for e-learning in the African context. It brings out--on the basis of limited studies in Africa and review of progress made in South East Asia--that innovative measures must be adopted to teach courses in science and technology (S&T), where practical work is crucial to the understanding of the concepts on the one hand and growth of the individual to the profession on the other. Enhancement of e-learning to this end is necessary to turn the dream of rapid industrialisation in Africa to reality.

REFERENCES

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K. L. KUMAR, UNIVERSITY OF BOTSWANA, GABORONE, BOTSWANA

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