One Goal, Two Paths

The Value of Learning

            With the introduction of modern information technology (IT) to humans, learning has never been the same.  It opens its doors into an era of change and unparalleled acquisition of knowledge in this generation (Rada, page 99).

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The issue now is how this modification will be engaged and administered so that what does not work will be rid of, and opportunities apprehended to make certain that this significant infrastructure is unassailable.

            Wide-reaching, scholastic sectors have come to the assumption that traditional learning methods must give equal opportunity to electronic learning (e-learning). However, in order to make difference through customary system, there must be a variation in the approach of how people believe, think and act. Modernizations are required so as to bring about e-learning in modifying education. Boosting the capacity and ability of e-learning tools will make engineering education beyond traditional competence more challenging.

            Global development and innovation of education through e-learning is a great deal to change the phase of each nation (Spring, page 205). E-learning should prosper probabilities of success for everyone within and beyond national boundaries.

The Cost

            Students can access through their reference information, course materials, and exams anywhere and anytime through the use of internet at any available place like work place or even at home (Moore and Anderson, page 684). E-learning allow students to often interact and share ideas with other students. It also allows the students to e-mail and correspond with the instructor of the subject for clarification of concepts. Using numerous chat services, instructor can play as a host in group conferencing and facilitate in real time. Online education permits the instructor to concentrate on expounding specific concepts.  Students also benefit from one-on-one teaching strategy rather that an audience lecture. Online education permits administrators to concentrate on conveying a wider range of educational output and reliably high-quality educational knowledge for students more willingly than the inconvenience of arranging and allocating resources.

            Comparing E-learning from classroom training, the first is much more reasonably priced and accessible than traditional instructor-led classroom training than the later. On the other hand, classroom training institutes needed to hire a staff of highly paid lecturers, full-time staff to organize schedules of students and construct a fully equipped laboratory. When there are students that don’t show up or attended their class and this is very much very common, it creates superfluous scheduling overhead and unproductive resource allocation that would lead only to uneconomical expense (Horton, page 56). Printed course materials like textbooks, lab manuals, modules and also fall on inefficient expense of the institution.

            Traditional learning or educating people accumulates bigger expenses than Web-based learning. Generally, the more interaction between student to student and student to instructor the greater the cost of traditional learning would be. This includes expenses on materials such as pens, papers, markers, etc.

            The huge expense difference is very clear, only 25-40% of the cost of the same classroom course would be the cost of highly interactive courses and highly encouraged students find courses for as little as 2 to 3% or less that don’t require a great deal on attendance. Microsoft Certified Systems Engineer (MSCE) program (Moncur and Murphy, page 1). It would just toll a $100 for a one year of subscription to learn the basic web based course while it would cost $8,000 to $15,000 if the student chose the classroom setting. This would involve four to six weeks in the classroom in 3-5 days of regular classes and if the training facility is out of town and additional expenses in student’s salary, travel, and lodging, the cost would rise to $25,000. This is an example of the tremendous ends of the scenario, but it is precise (Hartley, page 24).


            E-learning and classroom or traditional learning offers a lot of factors that contributes to the disparity of results achieved. Learning is not a passive experience but a continuous process and each day we learn new important things that would allow us reach our goals in life.  In many classroom environments, the scenario would be, students enters the classroom on the first day of class, start lifting pages of the book on the first time and waited for the instructor to start the lesson.  Learning should not be done like this. Instructors do not teach, they help people achieved knowledge.

            The primary accountability of learning is to live through the rests of the students who are well motivated to learn and be an effective learner. A well motivated and dedicated dynamic teacher who work hard and are successful at inspiring unmotivated students can still be seen among learning institutions around the world. Being a dedicated educator can help motivated students succeeds and unmotivated students feel fine about not succeeding.

Unfortunately, the progressive education model employed by most IT-based training institutions today often contributes predicament. During some cases, students just receive a certificate pronouncing that the student completed the required number of hours thus, the student only acquire a “certificate of completion” regardless of level of involvement or skills acquired. Problem arises because there is a lack of pre or post course assessment to ascertain whether the student learned anything or not and another fallout of E-learning is that there is no responsibility among students and the learning institutions, except notification that the student attended and completed the number of hours required by the course (Kapp, page 28).

            Education is something we should keep.  After having or acquiring it, we should value and practice it. Learning is a continuous process, no matter how old or young, it is still one’s choice to accept knowledge the way he or she want it to be.


Rada, Roy (2001). Understanding virtual universities. USA: Intellect Books

Spring, Joel H (1998). Education and the rise of the global economy. USA: Lawrence

       Earlbaum Associates

Moncur, Michael, Murphy, Paul (2001). MCSE in a nutshell: The Windows 2000 exam. USA:

      O-Reilly, Microsoft Windows

Moore, Michael G, Anderson, William George (2003). Handbook of distance learning. USA:

      Lawrence Erlbaum Associates

Horton, William (2001). Evaluating E-Learning. USA: American Society for Training and


Hartley, Darin E (2001). Selling E-learning. USA: American Society for Training and


Kapp, Karl M (2003). Winning E-learning proposals: The art of development and delivery.

      Florida, USA: J. Ross Publishing


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