e-Learning: Wentling 2000

E-Learning: Wentling (2000)

Monograph
A monograph is a learned treatise on a small area of learning. It is a scholarly work on a single subject, usually written by one person. It is a detailed essay of a vey specific subject. It is designed to stand alone. (Merriam-Webster Online, 2008)

Purpose
The purpose of Wentling’s monograph on e-learning (2000) is to distinguish e-learning from Distance education.

Development of a Profession
Wentling (2000) establishes a professional difference between e-learning and Distance education in a way that defines e-learning as “skills and knowledge” while Distance education is, in Simonson’s words, “Institutionally based formal education where the learning group is separated and where telecommunications technologies are used to connect learners and instructors” (Simonson, 2002, p. 28).

Thanks to Wentling (2000), in his attempts to define e-learning, he upgraded Distance education to a profession, inadvertently downgraded e-learning to vocational education.

e-Learning: A Review of Literature.

Wentling et.al. (2000) argues that as society and technology continue to develop we need to redefine those terms that characterize the innovation and creation that has occurred. Some of these terms are: e-Learning, distributed learning, online learning, web-based learning, and distance learning.

Zahm (2000) suggested that computer-based training (CBT) is usually delivered by the Web or via CD-ROM. Karon (2000) focused on the convenience of CBT over traditional methods because they are available when the student t is ready not just when the course is scheduled. Gotshall defined all Web based training as net-based training (NBT). Whereas, Urdan and Weggen (2000) related that online learning is just one part of e-learning and described learning via internet, intranet, and extranet. In addition, Schrieber and Berge (1998) described online learning as any technology-based learning, that is, currently available for direct access by computer.

Wentling (2000) went on to say that generally speaking academics in the field defined WBT over the Internet or Intranet as e-leaning and focused on just-in-time training. Distance learning was not included in the e-learning definition because of a geographical distance between trainer and student and the communication is two-way and interactive with the use of some form of technology.

Hall and Snider (2000) suggested that e-learning is about complete courses designed to acquire and test knowledge not content. Hall and Snider (2000) stated that “Web-based training, online learning, distributed learning, internet-based learning and net-based learning all speak of each other” (p. 4).

Berge (1998) defined he difference between distance education and distance learning as the following: “Distance education was seen as the formal process of distance learning, with information being broad in scope, for examples college courses. While, distance learning was seen as the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance” (p. 4).

Wentling (2000) reported that Knowledge and Learning System Group (NCSA) defined e-Learning as follows:
e-learning is the acquisition and use of knowledge distributer and facilitated primarily by electronic means. This form of learning currently depends on networks and computers but will likely evolve into systems consisting of a variety of channels (e.g. wireless, satellite), and technologies (e.g., cell phones, PFA’s) as they are developed and adopted. E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time.” (p. 5)

Wentling (2000) continued to stress the strategic importance of e-learning. Wentling (2000) discussed the organizational culture of e-learning, the trainers, distributed learners, evaluation of e-learning, the cost effectiveness of e-learning, e-learning studies, e-learning global issues, and finally the e-learning industry trends and delivery technologies.

Wentling (2000) also mentioned the deployment of Internet languages used now and in the future. DHTML, XML, and VRML. VRML is the Virtual Reality Modeling Language use to display 3D language on the Web. It’s purpose is to provide information to web pages in a three dimensional format.

Conclusion
From Wentling’s position (2000), think of e-learning as more of a corporate training tool used for skills and knowledge, while distance education is a life-long-learning formal educational path.
Simonson (2003) defined Distance education as:
“Institutionally based formal education where the learning group is separated and where telecommunications technologies are used to connect learners and instructors” (p. 28).

References
Berge, Z. L. (1998). Conceptual Frameworks in distance training and education.
In Schreiber, D. A., & Berge, Z. L. Distance training: How innovative organizations are
using technology to maximize learning and meet business objectives. (pp.19-36). San
Francisco: Jossey-Bass.
Gotschall, M.. (2000). E-learning strategies for executive education and corporate
training. Fortune, 141 (10) S5 – S59.
Hall, B. (1997). Web-based training cookbook. New York: Wiley.
Hall, Brandon (1999) “Blending: How To Combine In-Person and Online
Training.” Technology for Learning. September 1999, Vol. 5 no. 9 pp. 1-2.
Karon, R. L. (2000). Bankers go online: Illinois banking company learns
benefits of e-training. E-learning, 1 (1) 38-40.

Karon, R. L. (2000). Bank solves compliance training challenge with internet. Elearning,
January-March.
Marrion-Webster Online (2008). Monograph. Retrieved March 10, 2008 from: http://www.merriam-webster.com/
Schreiber, D. A., & Berge, Z. L. (1998). Distance training: How innovative
organizations are using technology to maximize learning and meet business objectives.
San Francisco: Jossey-Bass.
Shreiber, D. A. & Berge, Z. L., (1998). Distance training: How innovative
organizations are using technology to maximize learning and business objectives. Jossey-
Bass, San Francisco, CA.
Simonson, M., Smaldino, S, Albright, M. &Zvacek, S. (2002). Teaching and learning at a distance: Foundations of distance education, 2nd. Upper Saddle River, NJ: Prentice Hall.

Wentling, T. et.al. (2000). e’Learning: A review of the Literature. Champagne, Il:
Knowledge and Learning Systems Group, University of Illinois.

Wentling, t. (2000). e"Learning: A review of Literature

Here is the document: http://learning.ncsa.uiuc.edu/papers/elearnlit.pdf

It is 73 pages.

Wentling (2000) sugested "Economic, social and technological forces continue to change the global economy, and the way of life in organizations and the world. In specific, these forces
have and continue to revolutionize teaching and learning in organizations. Urdan & Weggen (2000) related that technology, the rapid obsolescence of knowledge and training, the need for just-in-time training delivery, and the search for cost-effective ways to meet learning needs of a globally distributed workforce have redefined the processes that underlie design, development and delivery of training and education in the workplace. In addition, Urdan &Weggen related that the need for different learning models due to skills gap and demographic changes and demand for flexible access of lifelong learning have played upon teaching and learning. In this teaching and learning evolution, however, several terms have been attached to characterize the innovation and creation that has been occurring. Some terms are: e-learning, distributed learning, online learning, web-based learning and distance learning. The purpose of this section is twofold. First, to review and summarize definitions related to e-learning. Second, to solidify a working term and definition for the NCSA efforts." (p. 3).

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