E-training: the Future World of Education

Are teachers born or made? While the debate on this ques- tion has raged for decades, most people agree that effective teaching can result from natural artistry as well as focused training. For a good training program, we need proper planning time, instructions, skills and feedback, instructions, skills and feedback. So the training gives a clear structure, and gives students a framework of understanding what they are expected to learn. Effective training introduces the topic and outlines the lesson’s direction to the teachers and most cycles of instruction begin by connecting prior learning to current objectives. Motivating students remain engaged. An effective training offer meaningful example, gives accurate directions, displays enthusiasm, and presents a brief closure to the lesson. Training Training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills. It forms the core of apprenticeship and provides the backbone of content at technical colleges and polytechnics. In addition to the basic training required for a trade, occupa-tion or profession, it is recognized today that there is a need to continue training beyond initial qualifications to maintain, upgrade and update skills throughout working life. In the context of many profession and occupations this may be re-ferred to as professional development. A similar phrase used for workplace learning to improve performance is training and development. Such training can generally categorize as on-the-job or off –the-job. On-the-job describes given work- situation, using the trained. is usually most effective work. Off-the-job place away work regarded when training is place. the physical ability, purifying mind and making


E-training: the Future World of Education
Dr.Suman Dalal KEYWORDS Are teachers born or made? While the debate on this question has raged for decades, most people agree that effective teaching can result from natural artistry as well as focused training. For a good training program, we need proper planning time, instructions, skills and feedback, instructions, skills and feedback. So the training gives a clear structure, and gives students a framework of understanding what they are expected to learn. Effective training introduces the topic and outlines the lesson's direction to the teachers and most cycles of instruction begin by connecting prior learning to current objectives. Motivating students remain engaged. An effective training offer meaningful example, gives accurate directions, displays enthusiasm, and presents a brief closure to the lesson.

Training
Training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills. It forms the core of apprenticeship and provides the backbone of content at technical colleges and polytechnics. In addition to the basic training required for a trade, occupation or profession, it is recognized today that there is a need to continue training beyond initial qualifications to maintain, upgrade and update skills throughout working life. In the context of many profession and occupations this may be referred to as professional development.
A similar phrase used for workplace learning to improve performance is training and development. Such training can generally categorize as on-the-job or off -the-job.
On-the-job describes training that is given in a normal working situation, using the actual tools, equipment, documents or materials that they will use when fully trained. On-the-job training is usually most effective for vocational work. Off-thejob training takes place away form normal work situation which means that the employee is not regarded as a productive worker when training is taking place. The advantages of training are improving the physical ability, purifying mind and making good improvement.

E-training
New learning environment has brought new challenges for teachers. At first glance e-training differs from tutoring only in terms of involvement to technology. But teaching in online environments (and online learning) differs from classroombased face-to-face teaching in many ways. The main objectives of e-tutors reflect these requirements and they include topics, which help • Provide e-tutors with pedagogical and didactic information necessary for establishing deeper understanding of the nature and effects of e-learning. • Describe different possibilities of approaches to elearning, to create awarness of the various pedagogical paradigms underpinning certain online couse design approaches. • Practice various techniques that can help to gain peda-gogical competences for e-tutoring (strategies for teaching online, designing and supporting online activities, evaluating them, etc) • Teachers learn to teach online by doing hands-on activities. • In this training there are three levels; e-trainers, e-tutors and e-learners.
Need for E-training E-training acquired good reputation among users for providing much needed information, document delivery, electronic resources, and instruction in the use of electronic resources. As users are increasingly utilizing these electronic resources through website, the Instruction Team has recognized a growing need for web-based instruction as well.
E-training instruction program also includes personal or group tutorials that are offered to the users in their lab or office, or in the library. E-training offers on and off-site training for large or small groups. Seminars include instruction in search educational databases such as web resources, using bibliographic management software such as end note, reference manager and special interest classes such as PDA and ICT Resources. A number of factors led us to the decision to offer web-based instruction in addition to seminars tutorials and group presentations.
Objectives of E-training • Providing general information about education • Building a knowledge and resource centre for specialist users. • Creating a learning environment facilitates lifelong learning process on IT • Providing wider and easier access to educational information and advisory services, and • Creating a multilingual and internationally accessible knowledge-base on the history and development of education.
Conditions for e-training All future organizers of e-training programs should realize that here are several important conditions necessary to introduce it. These are given as follows:

Institutional policy
The support of new ideas and innovations in education goes hand in hand with the financial support of new on-line courses. Taking into account the situation of foreign universitieslimited financial resources create on of the most important barriers to progress in the direction of an extended use of ICT and e-learning providing development of lifelong learning for everybody, and access to education by means of on line education.

Technical support
Necessary institutional changes include technical support-infrastructure, which is an inevitable condition for the introduction of on-line education. It is necessary along with technical experts to establish technical facilities like a system providing RESEARCH PAPER virtual learning environment, a learning management system, software support to e-mail, bulletin boards and conferencing web-hosting facilities, etc.

Support of teachers
The third condition is the support of teachers. They need to have necessary skills and competences to be able to start with the development of innovative methods. Most of the teachers at our universities still treat the computer as a sophisticated typewriter and as a means of facilitating communication.
E-tutors should have IT skills; it means that they should feel confident of using modern technologies; they should have technical support at their disposal, information about advantages and disadvantages of on-line courses. Selfdirected learning requires particular skills and style from e-tutor and an ability to deploy from e-tutor and an ability to deploy technologies effectively and imaginatively a pedagogic skill rather than a technical skill. The core skills of good tutor are unlikely to change with a different delivery method.

Support of students
The fourth very important area is the support of students. Institutions should develop a system of technical and methodical support of students in on-line course. They should be given immediate feedback and necessary information during the whole course.
Barriers of E-training Some of the barriers to e-training are given in the following

Determining if Training is Needed
You first have to determine if a situation can be solved using training. Training is an effective solution to problems such as employees' lack of understanding, unfamiliarity with equipment, incorrect execution of a task, lack of attention, or lack of motivation.
Identifying Training Needs An analysis should be conducted with every teacher so that it is understood what is needed to do the job safely and energetically. A trainer may observe the worker in his/her environment to adequately assess the training need.

Identifying Goals and objectives
It is important for the trainer to identify necessary training material. It is equally important that the trainer identifies training material that is not needed to avoid unnecessary training and frustration of their trainees.

Developing Learning Activities
Training should be hands on and simulate the job as closely as possible Trainers can use instructional aides such as charts, manuals, PowerPoint presentations, and films. Trainer can also include role-playing, live demonstrations, and roundtab group discussions to stimulate employee participation.
Games like "what's wrong with \this picture' is usually good to use pictures situation found at their specify location)" or "safety" can be useful ways to make the training fun yet educational.

Preparing participants
Following are the points to keep in mind for preparation of participants: • To prepare potential participant for training, send out the course description to potential participants, describing the learning objectives. • Make sure materials will get participant about a week advance so that they have chance to read and prepare themselves. Evaluating E-Training Learner's opinion: Questionnaires or informal discussions with employees can help employers determine the relevance and appropriateness of the training program.
Supervisor's Observations: Supervisors are in good positions to observe an employee's performance both before and after the training and note improvements or changes.
Workplace Improvements: The ultimate success of a training program may be changes throughout the workplace that result in increased teaching-learning progress.
Formal assessments: Practical and written exams also assist in evaluating understanding of training material. For example, for a lift-truck operator, a written and a practical exam would identify areas of training that may need to be revisited. Furthermore administering a pre-test and post test will establish a knowledge baseline or reference point to measure