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WHITE PAPER

Intel World Ahead Program


Education

The Positive Impact of eLearning


Studies indicate that ICT-enhanced learning can benefit students, teachers, families, societies, and economies.

EXECUTIVE SUMMARY
Effective eLearning comes from using information and communication technologies (ICT) Skills for the 21st Century
to broaden educational opportunity and help students develop the skills they—and Tomorrow’s citizens and work-
their countries—need to thrive in the 21st century. While conclusive, longitudinal studies ers deserve an education that
remain to be done, an emerging body of evidence suggests that eLearning can deliver prepares them—and their nation’s
substantial positive effects: economy—to thrive in a world
of rapid change and widespread
• Students are more engaged and able to develop 21st century skills.
globalization. The International
• Teachers have a more positive attitude toward their work and are able to provide Society for Technology in Educa-
more personalized learning. tion (ISTE) has identified a range of
• Family interaction and parental involvement may increase. skills that will help students work
• Communities benefit from bridging the digital divide. Economically disadvantaged and live in the 21st century. These
students and children with disabilities benefit particularly. skills include the ability to conduct
independent research, think critically
• Economic progress can result from direct job creation in the technology industry and solve problems, use technology
as well as from developing a better educated workforce. to communicate and collaborate, and
This paper summarizes some key research findings, to help educational leaders identify understand societal issues related
relevant eLearning benefits and make judicious decisions as they develop their eLearning to digital citizenship.1
strategies. To further aid in planning, we share findings relating to the challenges of
eLearning implementation, and provide a bibliography for additional reading.

Waxman’s meta-analysis of 42 peer-reviewed papers showed a


positive impact on student performance, and concluded that “overall
effects of technology on student outcomes may be greater than
previously thought.”
The Positive Impact of eLearning

Table of Contents eLearning Overview •C


 lassroom eLearning brings PCs into
Technology integration to support the classroom, typically via systems
eLearning Overview. . . . . . . . . . . . . . . 2
education has been underway for stationed at the back of the classroom
Research Overview . . . . . . . . . . . . . . . 3 many years. Some of the common or computers on wheels (COWs) that
Student Learning . . . . . . . . . . . . . . . . . 3 ways of integrating technology into are shared by different classrooms.
education include: Students have a dedicated device for
Engagement, Motivation, part of the school day, with the focus on
and Attendance . . . . . . . . . . . . . . . . . . . 3 • Teacher PC programs provide encour- using PCs to enhance learning across the
Performance . . . . . . . . . . . . . . . . . . . . . . 4 agement and financial assistance for curriculum and not simply to develop
teachers to acquire PCs and integrate technology skills.
Teaching and ICT into their teaching practices. When
Administrative Outcomes. . . . . . . . . . 4 most effective, these programs include •O
 ne-to-one (1:1) eLearning provides
Student-Centered professional development and policy each teacher and student with a dedi-
Teaching and Preparation . . . . . . . . . . 4 modifications, as well as updated digital cated laptop for use at school and, in
content and curriculum resources to help many cases, at home. Laptops serve
Attitudes and Productivity. . . . . . . . . 5 as personal teaching and learning tools
teachers use technology to enhance
Management and Administration. . . 6 teaching and learning. that are used throughout the day for
many educational tasks and subjects.
Dual Investment Strategy • PC labs are frequently used to offer In a 1:1 environment, students get the
for Optimal eLearning. . . . . . . . . . . . . 7 technology access when resources are maximum value from access to PCs,
Family and Home Effects. . . . . . . . . . 8 severely constrained. While PC labs Internet connectivity, and their integra-
provide some exposure to technology, tion into the education environment.
Social and Community Effects. . . . . . 8
they limit teachers’ ability to incorporate
Economic Development. . . . . . . . . . . . 9 technology into the curriculum, and often
Looking Forward. . . . . . . . . . . . . . . . . 10 are used only to teach computer literacy.

Bibliography. . . . . . . . . . . . . . . . . . . . . 11
1:1
eLearning
Classroom
eLearning
PC
Labs
Basic
Learning Value

:1)
ICT Laptops (1 rams
her PC Prog
s or shared with Teac
-on-wheel
Computers her PC Prog
rams
ps , Te ac
deskto
teachers) verage
tudents & Broad, fast co
~25:1 (s
(WiFi, WiMAX)
Minimal ssroom
Wireless in cla
Technology Access Wired, lab only
Complete digital
Connectivity
Dial-up Some digital curriculum integration
curriculum integration
Focus on learning PCs
Digital Content
Student-centered learning
Project-based learning
Group collaboration
Improved Learning Methods

More people, Most people,


Professional Development Lab instructor only deeper instruction thorough instruction

eLearning Continuum
eLearning becomes more effective as additional elements are introduced or increased. Full 1:1 eLearning is the optimum
learning environment: where teachers receive professional development and curriculum support, and each student and
teacher has a personal, mobile learning device; Internet access; and digitized education resources.

2
The Positive Impact of eLearning

Research Overview benefit: student learning, teaching and Engagement, Motivation,


A variety of studies have evaluated the administration, family and home, social and Attendance
impact of eLearning and concluded that— and community, and economic development. • T he US state of Maine created 1:1
supported by holistic approaches that The studies we cite represent examples eLearning environments in schools
include appropriate policies, infrastruc- rather than an exhaustive list. Detailed reaching over 42,000 middle school
ture, professional development, and references may be found in the bibliogra- students and 5,000 teachers. More than
curricula—eLearning can help produce phy at end of this white paper. 80 percent of teachers surveyed said
positive outcomes. However, despite that students were more engaged and
a large body of research evidence, more actively involved in their learning and
there are no longitudinal, randomized
More than 80 percent of teachers produced higher quality work. Principals
trials conclusively linking eLearning with surveyed said that students were and teachers reported “considerable an-
positive learner outcomes. Reasons may ecdotal evidence” that eLearning increased
range from economics to ethics—if you
more engaged and more actively student motivation and class participation,
have a limited budget for educational involved in their learning and and improved behavior. (Silvernail, USA)
interventions, do you spend the money
on the students or evaluations? So, while
produced higher quality work. • In a 1:1 eLearning program at 10 primary
and secondary schools in Malaysia, 85
it’s important not to overstate what the percent of teachers, many of whom were
research shows, an emerging body of initially skeptical, reported that the pro-
evidence strongly suggests that effective Student Learning
gram helped them create an innovative
eLearning can produce promising effects. Studies show that eLearning can help
and collaborative eLearning environment
Research also seems to indicate that a increase student engagement, motivation,
within their classrooms. (Malaysia Ministry
more technology-rich environment and attendance—key requisites for learning.
of Education and Intel Malaysia, Malaysia)
delivers greater impacts. Effective eLearning can also improve
performance on core subjects and foster • At a large rural high school, attendance
In reviewing the research, we’ve organized rose from 91 percent to 98 percent
the development of 21st century skills,
the findings around five major areas of after the 1:1 eLearning program began.
whether in mature or emerging countries.
(Mitchell Institute, USA)

3
The Positive Impact of eLearning

Performance Although numerous studies report positive


Greater Technology • A meta-analysis of 42 peer-reviewed outcomes, there are also indications
Integration, Greater Benefits papers published between 1996 and that improper use can lead to negative
The effects of 1:1 eLearning 2003 found a positive significant corre- student behaviors, from playing games to
appear to increase as technology lation of .448 with cognitive outcomes, tampering with security measures. (Keri
is more deeply integrated into indicating that average students who et al, USA) However, solutions such as
the educational experience and used technology would be at the 66th classroom management software and
students and teachers have percentile while average students without technology usage policies are well docu-
technology access throughout technology would be at the 50th percen- mented and effective at overcoming such
the day. tile. The authors observed that “the obstacles. The potential for negative
overall effects of technology on student outcomes underscores the importance of
• Trucano’s review of papers dealing holistic planning, with attention to access,
outcomes may be greater than previously
with ICT’s benefit for education in policies, connectivity, professional devel-
thought.” (Waxman et al, Global)
developing nations showed that opment, and curriculum, in order to achieve
placing PCs in classrooms rather • In South Africa, a three-year randomized desired benefits.
than separate labs enables much controlled study of the large-scale
greater use of technology for Khanya project showed math scores
higher order skills. (Trucano, Global) were significantly higher for students Average students who used
who participated in a technology pro-
• In West Virginia, one of the technology would be at the 66th
gram. Khanya is an award-winning
poorest US states, students who
project to provide a technology-rich envi- percentile while average students
experienced classroom eLearning
ronment and professional development
had higher gains in overall scores without technology would be at
activities to students and teachers
and in math than those who had
throughout the Western Cape region. the 50th percentile.
technology access only in com-
(Wagner et al, South Africa)
puter labs. The authors compared
classroom eLearning against •P
 enuel et al performed a research syn- Teaching and Administrative
other policy interventions of thesis of 19 programs in Europe, the Outcomes
similar cost (such as smaller class Middle East, Africa, and the US that used Researchers have reported that issuing
size, additional instructional time, technology to link home and school. They laptops to teachers, or helping them
and cross-age tutoring) and found found that technology-supported pro- purchase laptops, can empower them to
that technology can be one of the grams produced positive effects on teach better, increase lesson planning and
most efficient ways to boost reading achievement (+0.08 to + 0.10), preparation productivity, gain a more
outcomes. (Mann et al, USA) writing (+0.20 to +0.34), and math positive attitude about their work, and
achievement (+0.18 to +0.23), as mea- improve efficiency of management and
• In a study comparing COWs and
sured by traditional methods and administration tasks.
1:1 eLearning environments for
standards. (Penuel et al, Global)
fifth, sixth, and seventh graders Student-Centered Teaching
at a small-town school district in •A
 meta-analysis of over 500 studies and Preparation
the American Midwest, research- indicated that students receiving • Using technology, teachers can access
ers found that students in the 1:1 computer-based instruction tend to tools that enable them to deliver custom-
environment gained significant learn more in less time. (Chinien, Global) ized assessments and gain immediate
advantages on writing perfor- feedback on individual and class progress.
• In a 1:1 class in Puebla, Mexico, teachers
mance, including ideas/content, (Kerr et al, USA)
observed an improvement in second to
organization, style, and conven-
fourth grade students’ skills at searching
tions. In addition, math, science,
information and ability to write—both
and social studies achievement
important 21st century skills. The eLearn-
scores were higher on average
ing environment gave students the
for students in the 1:1 environ-
opportunity to conduct Internet research
ment compared to those using
and evaluate the quality of information
COWs. (Ross et al, USA)
found. (Escorza and Rodriguez, Mexico)

4
The Positive Impact of eLearning

• With this feedback, teachers can provide Attitudes and Productivity • In evaluating the Notebooks for Teachers
personalized learning opportunities, • Personal PC access has been shown and Principals Program implemented by
using remediation and enrichment to to increase teacher productivity. UK the Victoria Department of Education
deliver more differentiated instruction agency Becta cites a 2005 study by and Training, researchers found that
that better meets each child’s needs. PricewaterhouseCoopers indicating that teachers felt more valued as professionals
(Warschauer et al, USA) teachers creating a lesson plan from as a result of having their own laptops.
scratch using digital resources saved They also felt that parents viewed them
• In Maine’s state-wide eLearning deploy-
an average of 26 minutes compared to more respectfully, and that they were
ment, teachers with personal PC access
those who did not. (Becta 2007, UK) recognized as important by the govern-
said that technology helped them locate
When 400 teachers were surveyed ment. Some 70 percent of teachers
and develop better instructional materials
on how they used time saved on lesson said the program had increased their
and conduct research related to their
planning and other tasks, 31 percent professional competence in areas such
teaching assignments. Teachers gained
said they performed additional prepara- as teaching practices and assessing and
access to better quality curricula and
tion, planning and other core tasks, while reporting student learning. (Gough et
learning materials, especially when
47 percent performed new tasks or al, Australia)
schools created eLearning portals where
teachers could share resources they performed existing tasks to a higher
found or developed. (Silvernail, USA) standard. (PricewaterhouseCoopers, UK)

•A
 review of 17 recent European studies In a Turkish study of primary school
• In a Turkish study of primary school
teachers and students, 87 percent reported that teachers’ roles can be teachers and students, 87 percent
of teachers surveyed said eLearning more rewarding in an effective eLearning
environment. Teachers who perceive of teachers surveyed said
improved their ability to conduct project-
based learning. They also stated that a highly positive impact from ICT tend eLearning improved their ability to
eLearning supported the shift from to use technology in project-oriented,
collaborative, and experimental ways. conduct project-based learning.
teacher-centered to student-centered
teaching, and enabled them to act as facili- Teachers function as advisors, dialogue
tators more than lecturers. (Aydin, Turkey) partners and facilitators for specific sub-
ject domains. (Balanskat et al, Europe)

5
The Positive Impact of eLearning

Management and Administration


• Students and teachers are not the only
people who benefit from eLearning.
When a rural Pennsylvania school district
equipped all students in grades 3-12
with a laptop and home Internet access,
principals said they could provide more
effective instructional leadership because
they had better visibility into students’
progress and work products. Principals
said the enhanced connectivity also
improved their capacity to communicate
with parents, faculty, and district lead-
ers, and enabled them to perform their
responsibilities more efficiently. (Kerr
et al, USA)

• There is growing evidence that eLearning


supports school improvement efforts.
A recent study surveyed the head teachers
of 181 British schools that had improved
enough to be removed from a “Special
Measures and Notice to Improve” list, and
found that 82 percent of head teachers
indicated technology had played a key role
in their school’s achievement. Effective
approaches ranged from adopting systems
for monitoring and analyzing student
progress, to using technology to engage
underachieving students. (Hollingsworth,
cited in Becta 2008, UK)

A less positive aspect of eLearning envi-


ronments is that they can expand teacher
workloads by increasing clerical expecta-
tions or creating a need to adapt curriculum
materials. To a certain extent, this can be
addressed with professional development,
supportive leadership, and improved policies.

A recent study surveyed the head teachers of 181 British schools that
had improved enough to be removed from a “Special Measures and Notice
to Improve” list, and found that 82 percent of head teachers indicated
technology had played a key role in their school’s achievement.

6
The Positive Impact of eLearning

Dual Investment Strategy and curriculum resources help teachers lab access only was 71.7 percent,
for Optimal eLearning actually use technology to transform increasing to 87.2 percent when
Research indicates that eLearning teaching and learning, and adequate teachers had one PC in their class-
is most effective in a 1:1 eLearning technology access enables teachers to rooms and reaching 94.8 percent
environment where: apply what they learn in professional when teachers had access to two
development activities. to six classroom computers.
• Technology tools and connectivity are (Martin, et al, Global)
deeply integrated into the classroom Research supports these conclusions.
and used across the curriculum. The Organization for Economic Co-operation A second global survey highlights
and Development (OECD) states that to reap the importance of effective teacher
• Teachers are skilled and comfortable educational benefits from ICT, countries and professional development and support.
using digital resources to enhance educational systems must reach a threshold It found that teachers who are most
teaching and learning. of investments in ICT and in the skills and likely to use technology effectively to
To achieve this integration and skill, educational organization to use them. improve education are those who have
governments and educators must (OECD, Global) completed professional development
invest in professional development programs, work in a school with ample
Backing this up, a survey of 11 interna-
and curriculum resources as well as in support, and have technology in the
tional eLearning deployments found that
PCs and networks. These two areas of classroom rather than in a PC lab.
teachers are more likely to integrate tech-
investment reinforce each other and (Light, et al, Global)
nology into their pedagogy when they have
increase the return on either type of technology in the classroom. The average
investment: professional development implementation rate for teachers who had

7
The Positive Impact of eLearning

Family and Home Effects •R


 esults are mixed when it comes to school, immigrant and refugee students
Parental involvement and other home eLearning’s impact on parental involve- used laptops in community projects
effects are often secondary, if not periph- ment. In Michigan’s statewide Freedom that required independent reading and
eral, to the goals of eLearning deployment. to Learn Initiative, 66 percent of teachers research. At both schools, students
Nevertheless, eLearning does seem to said parents were more involved with achieved reading test scores that were
produce some positive effects in the home. their children’s schooling. Over 90 percent higher than their state averages, and
of parents are excited about the program, the middle school students’ writing
• Evidence suggests a relationship be- which provided over 20,000 laptops to scores were above average as well.
tween frequency of home PC use and students in 195 schools, and 80 percent (Warschauer, USA)
academic achievement. Reviewing data believe it will make their children better
from the 1996 National Assessment • In studies of students with disabilities,
students. (Lowther, USA) On the other
of Educational Progress in mathemat- researchers have observed improved
hand, some studies see a neutral impact
ics, one study reported that students student self-esteem, increased motiva-
on parental involvement. (Penuel, USA)
using home computers more often had tion and ability to work independently,
higher levels of achievement in math- and other academic achievements such
Social and Community Effects
ematics. (Wenglinsky, USA) This seems as improved quality and quantity of
By issuing a laptop to each student, schools student writing. (Harris, USA)
to echo findings from previous studies,
aim to meet the educational needs of
describing incremental impacts when
students who ordinarily could not afford
technology is more mobile, personalized,
and integrated throughout the day and
a PC and thereby improve the performance Economically disadvantaged
of all students. Research shows that this
across the curriculum.
strategy is working. students reached proficiency levels
• Another impact noted by researchers
•A
 t-risk and low-achieving students, and matching the skills of advantaged
is increased family interaction. Many
school systems establish an eLearning
students whose parents do not have a control students.
bachelor’s degree, experience greater
portal that parents can access to track
positive impact than other groups when A number of studies suggest that, from
homework assignments and communi-
1:1 eLearning is deployed. For example, a long-term perspective, a wide array of
cate with teachers and staff, providing
the Texas Technology Immersion Pilot social and community benefits are associ-
opportunities for increased awareness
showed that economically disadvantaged ated with improved education. These
and discussion of homework assign-
students reached proficiency levels benefits include reduced criminal activity,
ments, student progress, and so forth.
matching the skills of advantaged control reduced reliance on welfare and other
In addition, when students bring their
students. (Texas Center for Educational social programs, increased charitable giving
laptops home, they are free to study in
Research, USA) and volunteer activity—even attainment
the kitchen with family rather than in a
more isolated room. This gives parents •A
 qualitative study focused on two US of desired family size and improved health
greater visibility of schoolwork and schools with high percentages of immi- for the individual and his or her family.
opens new avenues for discussion. grant and/or impoverished students. (Riddell, Global) Knowing the many ways
(Mitchell Institute, USA) It analyzed the use of 1:1 eLearning to help in which eLearning can improve education,
English language learners develop aca- it’s intriguing to consider that eLearning
demic literacy. At an elementary school, may indirectly enhance these areas as well.
Latino fourth-grade students used laptops
for pre- and post-reading. At a middle

8
The Positive Impact of eLearning

Economic Development the near term. According to analysis by


So far, we’ve discussed research showing Vital Wave Consulting, Project Magellan
how eLearning improves educational will generate a total of 1,470 jobs
achievement. Now we turn to studies and produce a total economic impact of
that examine how improved achievement EUR 2.26 (USD 3.131) billion (Table 1).
can affect a nation’s economic prospects. (Coppock, Portugal)
For many countries, economic develop-
Indirect Impact: Economic Benefits
ment is the driving reason behind
of a Better-Educated Workforce
Project Magellan will generate a
eLearning investments.
Although no research clearly addresses total of 1,470 jobs and produce a
Recent examples indicate that eLearning the indirect impact of eLearning on the total economic impact of
investments can improve economic dev- economy, it certainly seems reasonable
elopment in two ways: by direct job to think that, by increasing educational EUR 2.26 (USD 3.131) billion.
creation as governments procure the achievement, eLearning may be able to
PCs, networks, software, and services ultimately enhance economic attainment.
to support the eLearning deployment;
International comparisons show that
and indirectly, by developing a better
education plays a pivotal role in fostering
educated workforce.
labor productivity and economic growth.
Direct Economic Impact: Portugal For example, Harvard economist William
In July 2008, Portuguese Prime Minister Barro’s analysis of education and economic
Jose Socrates announced Project Magellan, growth concludes that an increase of one
an investment by the Government of standard deviation in test scores would
Portugal to provide locally-built classmate raise the growth rate of real per capita
PCs to all Portuguese students aged 6-10. GDP by 1 percent per year. (Barro, Global)
Classmate PCs would be supplied by local A World Bank study further underscores
technology company JP Sá Couto, Linux* these findings: it reports that raising
software provider Caixa Magica, and test scores on the OECD Program for
other local ICT companies. JP Sá Couto International Student Assessment (PISA)
plans to manufacture and export 4 million test by 47 points (the equivalent of one
classmate PCs in addition to 500,000 country-level standard deviation) will drive
units intended for use within Portugal. approximately a 1 percent increase in
With Project Magellan, the Government gross domestic product (GDP). The World
is making a two-fold investment in the Bank report also references US research
nation’s knowledge economy: Portugal’s suggesting that an increase of one standard
children will be equipped with the skills to deviation in math performance at the end
compete for high paying jobs in the future, of high school translates to 12 percent
and Portuguese workers will gain access higher annual earnings. (Hanushek and
to high-quality, high-value-added jobs in Wossmann, Global)

Table 1. Economic Impact of Portugal’s Project Magellan


Direct Indirect
Impact+ Impact Total
Jobs 350 1,120 1,470

Economic activity EUR 1 billion EUR 1.26 billion EUR 2.26 billion
(based on sales of five (USD 1.386 billion) (USD 1.746 billion) (USD 3.131 billion)
million units through 2010)

+ Result of manufacturing expansion. Source: Vital Wave Consulting.

9
The Positive Impact of eLearning

Teachers who are most likely to Looking Forward


Increasing educational quality is a critical challenge for government and education
use technology effectively to leaders the world over. While conclusive, randomized, longitudinal studies on
improve education are those eLearning’s benefits do not yet exist, a critical mass of evidence indicates that
investments in eLearning can deliver substantial positive effects.
who have completed professional
development programs, work in The Intel World Ahead Program can help you design and deploy effective eLearning
programs to transform education in your country.
a school with ample support, and
have technology in the classroom Contact your Intel representative, or visit us on the Web at
www.intel.com/worldahead
rather than a PC lab.

10
The Positive Impact of eLearning

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