Brandstrom’s essay focuses on the strengths and weaknesses of using internet in education. In so doing, the writer does not incline towards either of the two possibilities but rather dwells on both the pros and cons of e learning. In fact, the writer makes it very clear that the use of internet in education is only a tool and cannot substitute physical learning on its own. In the course of his research, he focuses on his country background analyzing the effectiveness of the concept’s implementation at different levels of education. The input of five teachers is actually appreciated in the acknowledgement section of the essay thus portraying the usefulness of having information direct from the source. In addition, the author draws reference from past studies that analyzed the scope of e-learning in the country. In choosing Germany as a country, the author’s judgment of the situation is somehow aligned towards first world countries to which Germany belongs. Ultimately, the author is efficient in articulating the various strengths and weaknesses of internet in education without showing a bias for either of the two.

In the essay, the author is quick to point out the fact that teachers are bound to benefit from the use of internet in the administration of learning to students. This fact is persuasively and clearly articulated with special focus on practical examples in the country. In fact, the argument forms the main hypothesis and is entirely the area of focus for the research leading to conclusions about the effectiveness of e-learning (Brandstrom, 2011). The social background of the author is useful in coming up with the argument since his country is a first world country and education standards are relatively high in the country. In fact, Germany is one of the few countries in which e-learning forms a solid part of the education curricula. Most of the learning is administered through internet channels with questions and answers being shared between the teachers and their students on the same platform. The essay is personalized to the effect that the author cites personal preferences in laying down the main arguments. Nonetheless, the use of personal preferences does not weigh down the weight of the argument as the author deviates clear of any form of bias that may result from the personal interests.

The use of particular examples and instances through which internet is used in education provides strong points in laying down the author’s arguments. One of the key uses of the internet is identified through the planning of lessons and projects by the teachers. Across the different levels of education, teachers are bound to use internet in planning their lessons as well as documenting their syllabus. Indeed, the fact that teachers are encouraged to enact the use of information technology in the administration of learning is well acknowledged in the essay. Nonetheless, there are weaknesses in the implementation of the same as teachers find themselves in harsh environments thus hindering the implementation of the requirements. In the country, most of the teachers have easy access to internet and the issue of environment does not affect the implementation to a large extent. This is not to say that teachers in Germany do not have challenges in implementation as various case studies have found out. Insufficient mastery of the English language is for instance identified as one of the key barriers to e-learning implementation (Brandstrom, 2011).

The author is also keen on the sources used in laying out his arguments as well as the validity of the information contained in the sources. In fact, the author does not blindly insert quotations from other readings to support his arguments but critically analyzes the same for their effectiveness. Even when the sources seem to be in support of his argument, the author is sure to critique the authors’ contributions questioning their validity. For instance, studies that have not been conducted in the country are not used as primary sources but as secondary supporting sources due to their inapplicability within the context. Moreover, the author cites various sources in support of key arguments in the text in some cases even citing more than two. This, coupled with the fact that the author validates all the generalizations is important in making the points laid out very strong. Besides using various sources, the author further uses up-to-date sources to support his arguments thus portraying the importance of having time-conscious sources to support evidence laid down. It is very clear that the nature of the sources used in the essay has an influence on the inclinations of the author regarding particular topics. For instance, the most part of essay utilizes information from sources within the country thus showing that the author is keen on understanding the scope of e-learning in Germany (Brandstrom, 2011). Ultimately, the author confines his research within the country thus making it even more effective.

The author is also adept in making his arguments to not only reflect a particular thought but support it with strong evidence. In so doing, the author does not rely on facts presented on the table but rather dissects the same to test their validity. In most of the instances, the author does not make key arguments without providing basic support for the same. Every strong point in the essay is supported by well thought points sourced from strong evidence. This fact not only makes his essay strong but provides it with the basic framework to test its validity. Through this style of research, the author rises against mere speculation to provide the much needed support for his generalizations. In addition, the use of testable hypothesis in the essay provides a systematic process through which the author can analyze his own generalizations and make his points even stronger. The study covers all the topics outlined in the introduction deeply thus forming a strong base of argument in the presentation of facts. Moreover, the author systematically dissects all the topics in the essay to include both weaknesses and strengths. In so doing, the author gives his research balance while reducing the amount of bias towards one topic.

Nonetheless, the author is not without blemish in his communication of the identified issues. In particular, the use of sources relating to his country of origin is a limitation in scope. The writer lacks foresight in the happening in other countries in terms of implementation of e-learning and the resultant strengths and weaknesses. Even where the writer supports his arguments with scenarios outside his country of origin, he only uses instances from developed countries. In so doing, the writer lacks the necessary insight of the happenings in less developed countries thus making his arguments less balanced. For example, the research would have been more inclusive had the writer used evidence from developing countries such as those in Africa.

In addition, the methodology used in the study is also an ineffective style since it allows for the evidence of bias in the course of the study. In the writers own words, the study does not make any claim to be objective and is only inclined towards post modern thought. In this regard, the possibility of interviewer bias and the actual incidence of the same are acknowledged thus pointing to the ineffectiveness of the study. In the end, the research only outlines the perceptions of teachers and students towards the use of e-learning and the resulting strengths and weaknesses of its use. It fails to contribute towards a broader understanding bof the topic and is merely a narration of the concept in practice.

The author further uses evidence outside the mainstream forms of evidence by including stories and personal experiences. For instance, the citation of instances related to the implementation of e-learning are critical in pointing the author as a valid contributor to the debate. The writer also uses examples of his earlier learning in higher education thus outlining the importance, strengths and weaknesses of the e-learning concept. Further, the use of such types of evidence is effective in giving the author more persuasive power. In other instances, the author cites examples of his children’s learning thus giving his arguments much weight. Ultimately, the author clearly points out the pros and cons of internet in education without showing particular bias for either of the two.

References

Brändström, Camilla. “Using the Internet in Education-Strengths and Weaknesses: A Qualitative Study of Teachers’ Opinions on the Use of the Internet in Planning and Instruction.” (2011).

 
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