Modular Networks for Active E-learning

The distance learning is one of the important fields in which computers and Internet applications are widely used and playing a great role in that trend. Distance education program does not make the learning process related to a specific building or a classroom. It extends the learning process to be available at homes, offices and in any other place in the world. The distances are not frustrating anymore if the virtual classes are used. With the efficient use of advanced technologies, teaching and studying at distances can be effective as the traditional instruction method. Therefore, there is a motivation for developing E-learning system. In this paper, a new approach for evaluating e-learning is presented. Learning is a modular network relation: it is a transaction, an exchange between classweb as one person teaches and another learns; it is a shared experience as colleagues explore a new area together, define terms and create common ground; and it is a common experience as students attend classes and lectures together gaining a similar view of subject areas. A modular network approach provides methods and measures to allow examination of what is exchanged, shared, delivered and received among members of a network, and to examine outcomes such as interpersonal ties, common knowledge, and community. Modular network studies provide insight into what kinds of exchanges comprise learning relationships (e.g., learning how to carry out a procedure, use a new technology, operate within a profession, modification, and adaptation), what balance of learning and production takes place (exposure to new ideas versus completing tasks or assignments), and what balance of classweb and associations within a network make for a good learning combination (e.g., of classweb with whom we are strongly and/or weakly tied). Here, a look at the exciting new kinds of phenomena open to examination by using a modular network approach to e-learning is presented. Modular network approaches inform c-learning by demonstrating and legitimizing the creation of network outcomes without face-to-face structures, outcomes that include collaboration. innovation, shared purpose, and above all, learning - by individuals and groups - in learning communities and communities of practice supported through the supposedly lean communication channels of text-based computer-mediated communication, among participants distributed in time and space.