The Usage of E-Learning Material to Support Good Communication with Learners

Introduction Although there has been much discussion over different methods to teach college students, lectures are not likely to stop being used specially in learning English as a secondary language in a certain country, namely Malaysia. To emphasize particular points, many lectures use electronic material to support their lectures. In the last ten years, lots of applications are available on the market on learning English either for basic or working profession. One factor that this study did not investigate is the effectiveness of the lectures session and the software given to the student. This study focuses more on how the software chosen by the lecturer is one of the good ways to support his or her communication with the student (more towards self-pace learning). To directly support their teaching function, educators need to develop and deliver courses that are relevant, up-to-date, comprehensive, and meet the needs of the student and the workforce. Electronic media, such as CD-interactive and multimedia, allow the student to experience a blended technology in teaching and learning environment. At the forefront, we must acknowledge that the challenges facing today's learners in K-20 systems also face pre-service and in-service educators, and those who prepare educators. Researchers are increasingly calling for learning and professional development approaches that lead to 'Emerging Communities of Practice' (McNabb & McCombs, 2001). The National Academy of Sciences Reports entitled, How People Learn (Bransford, Brown, & Cocking, 1999) make new approaches to assessment a major priority. Still others argue that using electronic networks for educational purpose causes large disturbances to close-ended nature of twentieth-century classroom practices (Heflich, 2001; Jones, 2001; McNabb, 2001). These disturbances stem from misalignments among curriculum accountability policies that govern learning activities and research practices and policy. As described by Laurillard (1994), 'traditional methods of lectures, print, video, audio are narrative media, that require a storyline, that put the educator in the role of storyteller and the learner on the role of listener. ' The storytelling type has served quite effectively for delivery of oncampus; however, it is not the most effective for all categories of knowledge such as constructivism of knowledge. Emerging technologies and the experience of acquired knowledge are needed for students more than the role of listener or reader. Some believe they can convert an existing subject into interactive learning, which will result in a more effective subject. This expectation is not always realised however, because all they are doing is repackaging the material. Why choose E-learning? A simple question but full of benefits, that a well-designed e-learning environment is the most effective alternative for many educators specially in teaching the children in this decade. Choosing the right media will enhance the capabilities in professionalism and achievement of educators. (Hussain, Jais, & Rahman, 2003). This 'new' course is probably no more effective than the original; it may even less effective. It is safer to identify the courses and the electronic media, which truly can be enhanced through the use of an alternative media. This study is still at the early stage and just a minimal case on the impact of e-learning material on acquisition, improvement and mastery of English language skills by a group of pre-university college students. The focus of this research is to determine whether the exposure to e-learning is the main contributing factor that enables students to improve their English Language. Test scores before and after being exposed to e-learning material mainly to see the ability of the student in sitting the same questions but different layout and also to determine whether there is any appreciable improvement in students' English Language proficiency levels. …