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CHAPTER-3
REVIEW OF RELATED LITERATURE
Only the knowledge of the past will help us to equip for the present. In

that sense review of related literature is essential and it plays a significant role in

research work. Research always takes the advantages of the knowledge, which

has accumulated in the past as a result of human endeavor. For any worthwhile

research, the research worker needs an adequate familiarity with literature

available in that field of study. According to Best and Kahn (1999) practically all

human knowledge can be found in books and libraries unlike other animals that

must start a new with each generation, man builds upon the accumulated and

recorded knowledge of the past.

Review of related literature, allows the researcher to acquaint himself with

current knowledge in the field or area in which he is going to conduct his

research. Review of literature avoids duplication of work that has been already

done and it helps the Investigator to go deep into the problem at hand and to

study the different side of the problem.

According to Koul (1999), review of related literature serves the following

specific purposes.
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1. The review of related literature enables the researcher to define the

limits of his field. It helps the researcher to delimit and define his

problem. The knowledge of related literature brings the researcher up-

to-date, on the work which others have done and thus to state the

objectives clearly and concisely.

2. By reviewing the related literature, the researcher can avoid unfruitful

and useless problem areas. He can select those areas in which positive

findings are very likely to result and his endeavors would be likely to

add the knowledge in a meaningful way.

3. Through the review of related literature the researcher can avoid

unintentional duplication of well-established findings. It is no use to

replicate a study when the stability and validity of its results have been

clearly established.

4. Review of related literature gives the researcher an understanding of

the research methodology which refers to the way the study is to be

conducted, it helps the researcher to know about the tools and

instruments which provide to be useful and promising in the previous

studies. The advantage of the related literature is also to provide

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insight into the statistical methods through which validity of results to

be established.

5. The final and important specific reason for reviewing the literature is to

know about the recommendations of previous researchers listed in

their studies for further research. Thus the review of related literature

becomes an essential aspect of research process.

Since the present study is aimed to Develop an E-Learning strategy for

teaching Biology at the Higher Secondary Level, the investigator tried to collect

studies related to E-Learning. Investigator referred to a number of magazines,

journals, ERIC, internet, theses and books to collect the related studies.

The investigator made an earnest attempt to review as many studies as

possible that are related to E-Learning. While reviewing the studies from those

different sources, the investigator had found large number of foreign studies

done outside the country, Whereas it is interesting to note that none of the

studies were done in any of the E-Learning strategies in India. A few studies

collected were classified and given under different sections such as

a. Studies based on E-Learning

b. Studies based on Website learning

c. Studies based on E-mail learning

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d. Studies based on Virtual classroom

e. Studies based on Online Instruction

Studies based on E-Learning

A study conducted by Donnelly (2007) indicates that innovation within

teaching and learning suggest E-Learning, and as a result it is important to

consider what influences staff engagement and participation in E-learning.

Lan (2007) conducted a study on Management of an E-Learning

Evaluation Project:The E-Learning Model. The study describes the evaluation of

purpose-built course Websites for University-level teaching and learning

developed by a funded project in Hong Kong, which was designed to support

teachers in three universities to supplement classroom teaching with E-Learning.

The result of the study conducted by Moni (2007) indicates the successful

integration of E-Learning into large classes of Human Biology, the engagement of

first year students through collaborative learning and the fostering of learning

through challenging assessment relevant to the core practices of professional

scientists.

Innes (2006) explores the opportunities and drawbacks of E-Learning

from the viewpoints of educators and learners. The study outlines the main
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debates around E-Learning and describes the programme itself. It then focuses

on three key themes. First, the challenges for educators, in terms of cost and

quality in developing and delivering an Online curriculum. Second, the flexibility

of the structure and learning methods for students. Third, how student support

was developed using the concept of a learning community. It concludes by

summarizing the strength and challenges of this mode of E-Learning for

students and the key lessons learned by the educators.

Peak (2006) discusses what similarities and differences exist between

E-Learning and traditional classroom instruction.

The study of Uzunboylu (2006) was to survey the literature on European

Union E-Learning strategies specifically related to two mainline E-Learning

projects; the learning action plan and the E-Learning programme. Result of the

evaluation and interpretation of the literature show that European commission

has positively impacted European union countries that participated in the

projects through multiple and transversal actions and interactions.

A study conducted by Challis (2005) deals with the advancement in

Computer based technologies and the emergence of E-Learning. The study

concludes that the capability exists but it has yet to be exploited within higher
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education as a viable approach to assessment and as a contributor to quality

learning.

The study of Martin (2005) indicates that E-Learning has been heralded

as a transforming influence on education and corporate training. The conclusion

of the study suggest the scenarios have been a valuable starting point in

engaging in a more informed discussion of how E-Learning may transform

education and training and the ways in which people learn over the next decade.

Olafsen (2005) explores the use of E-Learning technologies for

organizational learning within a commercial environment. The results of the

study reflect the high performance of the E-Learning programme. They also

highlight critical issues concerning the successful implementation of E-learning

technologies to achieve the knowledge sharing that is required for organizational

learning.

Pan (2005) reveals that when E-Learning is the only opportunity to

receive education, it will be one of the instructors responsibilities to ensure the

E-Learning experience as compatible and comparable as possible to students

prior experience. Any Online program may have to accommodate those who are

limited to the choice of E-Learning. This qualitative inquiry is seen significant

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because of its attempt to discover a new toll that is suitable for a distributed

learning environment.

Following findings was listed by Cook(2004) in his study

1. An elucidation of the goals that drive individuals to improve or

share knowledge with others and

2. The high level concept categories of life-cycles provided us with

the basis for a model which characterizes formation of, and participation in,

informal learning communities.

Jegan(2004) suggests the use of patterns in E-Learning content

development. Three types of patterns and the problems for which these patterns

can be deployed are presented. The constructive templates that are used for

complementing the proposed patterns are also presented.

The purpose of Koohangs (2004) study was to investigate users

perceptions towards E-Learning courseware usability, giving attention to the

variables of age, gender, prior experience with internet and the amount of time

the E-learner spent on the E-Learning courseware to do the assignments. The

results indicated no significant difference for age and gender. Users prior

experience with the Internet, and the amount of time they spent on the E-

Learning courseware were found to be significant factor.

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Stoyanov (2004) presents the effectiveness and the efficiency of a

modified version of concept mapping approach to define the characteristics of an

adaptive learning environment. The effectiveness and the efficiency of the

method are attributed to the support that it provides in terms of elicitation,

sharing, reflection and representation of knowledge. The interpretation of data

suggests some theoretical considerations and practical solutions for the design

and development of an adaptive E-Learning environment.

Bannan (2002) reviews research related to computer-mediated

communication, E-learning and interactivity, including instructional strategies

and activities suggested by the research. Categorizes, definitions of interactivity,

identifies gaps in the research, and presents common research conclusions

across studies to provide linkages from research to practice.

A study conducted by Berge (2002) which involves the discussion of

constructivist learning environments and the instructors role focuses on

interaction in E-Learning environments. Highlights include learning- centered

environments; situated learning; interactive learning; interaction with content,

peers and instructor; feedback and evaluation; and reflection.

Frydenberg (2002) summarizes current published quality standards for

electronic learning and organizes them into nine domain: executive/ institutional
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commitment, technological infrastructure, student services, design and

development, instruction and instructor services, program delivery, financial

health, legal and regulatory requirements and program evaluation.

Guile (2002) in his study describes how electronic resources can support

learning in small and medium-sized enterprises by identifying connections among

management strategy, technology deployment and knowledge creation.

Hirumi (2002) proposes a three-level framework for classifying E-

Learning interactions in distance education, illustrates how the frame work may

be used to design and sequence E-Learning interactions, analyse planned

interactions to reduce the need for costly revisions, and organize research to

help interpret findings and guide future studies.

Northrup (2002) describes a study that investigated types of interaction

that graduate students perceived to be important for E-Learning. Discusses

content interaction, conversation and collaboration, interpersonal and

metacognitive skills and need for support; explains the online learning interaction

inventory; and reports that flexibility and convenience were primary reasons for

distance learning.
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Metros (2002) examines the relationship between the graphical user

interface (GUI) and the cognitive demands placed on the learner in E-Learning

environments. Describes ways educators can design appropriate interfaces to

facilitate meaningful interactions with educational content, and examines learner

engagement and engagement theory using a three-phase model to create user

interfaces.

Okamota (2002) aims to build a flexible E-Learning environment by

embedding self/collaborative support functions for the digitized live lectures in

order to reinforce much more meaningful knowledge and skills. The paper

proposes an innovative educational method of a Co-operative link between a

university and an industry for Higher education.

Tu (2002) discusses E-Learning communities and their impact on human

learning, reviews frameworks used for examining E-Learning communities; and

proposes a refined frame work for the future research and development that

includes instruction, social interaction and technology.

Pang and Hung (2001) examines the differences between traditional

computer based training (CBT) and electronic learning environments using the

principles of activity theory. It is suggested that an E-Learning environment

developed on the principles of activity theory characterizes the work place

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because it provides a contextual community perspective that is lacking in

traditional CBT design.

Studies based on Website Learning:

The purpose of the study conducted Mackey (2008) was to understand

the relationship between web usability and students perceived learning in the

design and implementation of web-based multimedia tutorials in blended

courses. The study suggests that multimedia instruction is an effective approach

to teaching web design in blended learning environments that include both face-

to- face and web-based resources.

Frailich (2007) investigate whether integrating a website into Chemistry

teaching influences 10th grade students perceptions of the classroom

environment, their attitudes regarding the relevance of Chemistry and their

understanding of the concept of chemical bonding. The result showed that web-

based learning environment has potential to enhance the comprehension of

Chemistry concepts, students attitudes and interests and to increase students

awareness regarding the relevant aspects of Chemistry to daily life.

The result of the study conducted by Henry (2007) shows that learners

were able to make significant gains in achieving their communicative goals by

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learning from the discourse structures and using the lexico-grammatical features

found on the site.

Motavalli (2007) in his study reveals that formal and informal written

communication through web-based tools, such as bulletin boards and chat

rooms, and other means of written communication that cross institutional,

disciplinary, and geographical boundaries may enhance student learning,

improve written communication skills, and enlarge and diversify the audiences to

which students communicate and receive feedback.

The following findings were revealed in the study of Schwartz (2007)

1.Support the contention that maps are used differently as graphic

displays for navigating a Website than for comprehending associated text and

2. Reveals that learners develop a cognitive model of text and graphics

when the content familiarity is high, but simply use an image as a mnemonic

when content familiarity is low.

Jereb (2006) describes the trend towards the use of the internet in

academia is clear with a number of courses using the web for the delivery of

course material. In this study the designing of multimedia instruction in a

sloveinian context, some practical advice for structuring and designing are given.
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The advantages of such instruction are described and students opinion about

studying with the help of multimedia instruction is presented.

Tsou (2006) reveals the significance and education value of the

multimedia storytelling Website on EFL teaching and learning. If such a website

can be applied within elementary EFL classrooms, the quality of teaching and

learning can be improved and students enjoyment and success in EFL learning

may increase.

Studies based on E-mail learning:

Findings of Shang (2007) reveal that the email approach was a positive

strategy that helped to improve students foreign language learning and attitudes

towards English.

Hassini (2006) illustrates how a strategic use of email leads to a richer

learning experience, by providing an extra medium for communication and offers

a valuable feedback database that can, among other things , be used to improve

future editions of a course.

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Studies based on Virtual Classroom:

A study conducted by Fox (2002) describes the advantages of virtual

schools in Florida, Louisiana, Alaska, West Virgina and Arizona. Virtual education

can mean a variety of things to educators and students, depending on their

personal circumstances. The study reveals that E-Learning will fulfill different

educational needs. As states and districts maintain and broaden E-Learning

option via Virtual schools, expanded portals and enhanced video-conferencing,

teacher and student learning opportunities will continue to grow without end.

Studies based on Online Instruction:

Yi (2008) says, the student engaged in relay writing a writing activity

in which each person contributed a portion of an evolving story in a relayed

manner. Relay writing offers teachers a new value and valuable window into

online literacy, as well as adolescent literacy practice beyond school. The activity

can help teachers understand adolescent compositing activities.

The findings of the study Transition from traditional to ICT- Enhanced

learning Environments in undergraduate Chemistry courses by Barak (2007)

indicates that indicating new practices is a phase dependent process that

consists of promises as well as complexities. Findings indicated that the transition

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from traditional to ICT enhanced learning environments involves ambivalent

feelings and dichotomy among instructors.

The reports of Knightley (2007) reveals that the study aimed to

investigate the potential of online learning to overcome barriers to participating

in education by socially disadvantaged adults, and to identify the factors that

influenced such students participating and successful completion of online

courses. The results showed that online learning should be offered as only one

potential means of attracting and retaining adult students, and further

exploration into its potential for widening participation is necessary.

Rotem (2007) presents an online learning environment from the schools

organizational and pedagogical perspectives, and will expand on the rationale

behind the school website, while describing its characteristics. The site will fulfill

the role of an Online learning environment and will reflect school activities on

various organizational and pedagogical levels.

Russell (2006) identified different ways of conceptualizing assessment in

order to highlight the fundamental value choices facing those developing and

delivering assessment systems and then describes our own approach to

assessment. In the second part, the study explores the two key ways in which

the Online learning environment enables to assessment, to contribute to

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learning- through, its potential to support Collaborative learning and through

facilitating high quality feedback between teachers and students.

Bassappo (2006) examines E-Learning from three related perspectives:

1. Current and recommended front-end approaches to improving online

instruction.

2. The planning, implementation and administration of online courses.

3. The reliable and valid approaches to online measurement and testing

methods that are designed to eliminate such problems as plagiarism,

technical problems associated with access, matching learners and instructors

technical skill levels, learner isolation, and the impersonality of computerized

assessment.

Wutoh (2004) reviewed the effect of internet- based continuing and medical

education (IME) interventions on physician performance and health care

outcomes. The results demonstrate that internet-based IME programs are just as

effective in imparting knowledge as traditional formats of IME. Little is known as

to whether these positive changes in knowledge are translated into changes in

practice. E-Learning will continue to evolve as new innovations and more

interactive modes are incorporated into learning.

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Starkman (2002) in his study presents different online schools that offer

benefits of convenience, independence and even improved academic

performance.

Aris (2001) identifies four major features of online learning as dialogue,

involvement, support and control, that inform the different approaches to online

learning across courses in academic settings, but that are equally relevant in

adult literary education.

Stephens (2001) explains that the online learning has the ability to

multiply both the effectiveness and efficiency of traditional onsite learning by

eliminating that need for travel. The five components of learning that are the

foundation of effective professional development are knowledge acquisition,

modeling, practice, observation and coaching.

A study conducted by Tinker (2001) reveals eight characteristics of the

concord model of online course instruction as asynchronous collaboration, limited

enrollment, expert facilities, trust, clear schedules, excellent materials, good

pedagogy and quality assurance.

Joffe (2000) based on his study suggest that online learning allows for a

virtual classroom of students from around the globe who can offer relevant

insight into myriad cultures.

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Cahn (1999) suggests that advocates of online learning and traditional

teaching may learn from one another. One of the characteristics of online

learning is student centered approach.

Rosie (2000) reveals that online learning can provide students with

greater degrees of personal control over learning in ways that support deep

learning.

CONCLUSION

The investigator tried to collect and classify as much of related studies as

possible under different headings. By reviewing the related studies, an intelligent

researcher will be stimulated to use each bit of knowledge as a starting point for

new and further progress. Here buds of thought will burst out along the stem of

reflection. The keys to the vast store house of published literature may open

doors to source of significant problems, good hypotheses, helpful orientation,

scientific procedure and comparative data for interpretation of results. Through

the review of related literature, the researcher is acquainted with current

knowledge in the field or area in which the investigator is going to conduct the

research.