Disadvantages of E-Learning

Learners may feel that e-learning is less personal.

e-Learning requires excellent design and production.

Long lead time is required for development between needs identification and delivery

Technical requirements may be hard to meet by the organization and individuals

• Online activity may be time-consuming with regard to potential response time because of a high volume of Internet traffic or bandwidth issues.
• Additional software such as plug-ins/extensions may be required

Initial implementation can be expensive.

Learners may feel disenfranchised if e-learning completely replaces classroom training.

 

Source: ASTD Designing Learning p144

Advantages of eLearning

According to ASTD (Designing Learning) E-Learning has several key advantages over other learning formats.

E-Learning:

• Addresses learning at an individual level.
  
• Can be designed for use anytime and anywhere (provided learner has access to the technology).
  
• Minimizes connections among learners and resources,
  
• Can be designed to be learner driven at a pace that corresponds with an individual’s learning style.
  
• Can be used at the learner’s work location, as time is available.
  
• Makes it possible to access resources quickly and easily at any time through online search engines.
  
• Does not require additional physical space.
  
• Connects learners in diverse locations.
  
• Enables immediate implementation of new learning.
  
• Facilitates seamless connection between training and performance support.
  

My Two Cents….

I would also add that in my own experience, eLearning has these advantages:

• E-Learning can simulate business/job situations and allow learners to try out different scenarios to learn which gives the best result.
  
• E-Learning can be less expensive than other forms of learning, particularly if you take into account travel expenses.
  
• For learners that understand some (limited) English, e-Learning in English can be an effective way to learn new English words and terms that they might not understand in a classroom setting.
  
• Some learners may prefer using technology, particularly emerging technologies such as learning using mobile devices (e.g. iPhone).
  
• E-Learning can be tracked and monitored easily, lending itself particularly useful for compliance and other required training.
  
• E-Learning is available for follow up and refresher learning if the learner forgets something.
  
• E-Learning is instantly available for a particular need.
  
• E-Learning can be embedded directly into the thing to be learned. For example, eLearning about a computer application can be embedded in the program and accessible by clicking HELP.
  

   

Steps to Conduct a Needs Assessment

Steps:

1. Define the Objectives of the Training Needs Assessment
   1. Who is the Target Audience that needs training and what are their performance problems, deficiencies, and root causes
   2. If training is the best solution to problems
   3. Secure the support and commitment of management
   4. Generate data that will be used in measuring the effect of the training
   5. Provide specific recommendations r.e. scope, methods, frequency, cost, location
   6. Decide short and long-term strategies
   7. Justify spending to top management / get resources
2. Identify the Necessary data
3. Select Data Collection Method (questionnaires, observations, group discussions, key consultations, work samples, records reports, tests.
4. Collect data
5. Analyze and Confirm Data

Navigation Best Practices in e-Learning

There are two major frameworks from which to view navigation in training and education.

1. Content and knowledge is determined and distributed to learners via lecture, textbook, video, or other way.
2. Learners transform information, generate hypotheses, and make decisions about the knowledge.

Berge 1998; McManus 1996

 

Michael Allen’s e-Learning Design Imperatives

1. Letting learners see the boundary of their universe – confirm how long the instruction will take, content to be covered, and the level of difficulty, so they can decide for themselves how they will proceed.
2. Orienting learners to the size and time commitment required – give a quick, positive impression of the instruction, enable users to quickly jump into the heart of the content.
3. Letting learners see how the content is organized – overview of the content, sequencing (easy to hard? Chronological? By topic? Relationships between modules?) Allows quick and easy access to information, and then a drill down for more details.
4. Letting learners see where they are – show their progression and current position in the navigation
5. Letting learners go forward – don’t make them navigate backwards to go forwards
6. Letting learners to back up – is they don’t feel they have mastered something
7. Letting learners correct themselves – “adult learners derive a great deal of satisfaction by privately discovering that they have made a mistake and then fixing it on their own.” Instead of telling them the path, let them find the path. Don’t just say “no that is not correct”.

Navigation Provides:

 

P86

Michael Allen’s Guide to Elearning Design, pp 230-231

E-Learning Feedback

In designing feedback, try to include intrinsic feedback. Give learners a chance to learn by doing, in a natural and realistic way. Allen suggests letting learners rate their own performance.

P84

Source: Allen, Michael Allen’s Guide to E-Learning 2003

Simulations – Designing eLearning Simulations in Learning

Simulations duplicate the essential features of a task and enable people to practice the task, providing learners with a realistic and interactive experience.

Simulations should be authentic to engage learners.

Designing a case analysis or game based simulation:

1. Clarify learning objectives
2. Distill key learning content
3. Identify challenges that will compel learners to practice applying the objectives
4. Add individuality – don’t simulate “average” but simulate different situations
5. Build in the elements of a good game goals behaviors to achieve goals, obstacles, rewards, consequences, constants, change, and variables

P83

Source: Allen, Michael Allen’s Guide to E-Learning 2003

E-Learning Techniques

Key ideas:

• E-Learning is not just a courses – can be blended with other things
• E-learning is a process, not a particular process
• E-Learning is a collection of processes and technologies
• E-Learning is a solution in search of a problem – you should still focus on the ENDS of the training, not the means

ASTD Designing Learning p 82

Active Training Techniques

Active Training is training approach that includes active participation of the learner.

Examples:

• Engaging Lectures
• Group discussion
• Simulations and role play
• Games
• Demonstrations
• Case Study

P80

Feedback in Learning

There are two types of feedback that are used to give learners feedback on their progress in learning:

Intrinsic Feedback is feedback that immediately shows the learner that they are wrong. An example could be a business simulation in which the results of the simulation are positive or negative based on the learners actions. It allows the learner to see if they have learned the concepts. In eLearning this could be simulations in which learners try different things and sees graphically what the outcomes are

Extrinsic feedback is in the form of a comment or test, such as “correct or incorrect”

 
 

Source: Allen, Michael Allen’s Guide to E-Learning 2003

  

Training Evaluation Materials

Formative Evaluation:  continuous evaluation during analysis, design, development, and implementation.

Summative Evaluation:  after the course completion.

Piloting is a form of formative evaluation if the course is open to changes after the pilot. 

Evaluation should include these:

• Tasks:  Do instructors and learners believe the sequence is right, and that it is broken down into simple chunks?
• Topics:  Is any topic missing?  Is any topic misleading or wrong?
• Learning Activities and Materials:  Do learners get enough feedback and practice?  Is the course useful?  Do they consider it interesting, difficult, or fun?  Is it worth the time and money?
• Tests:  Are the tests fair and reasonable?
• Productivity:  Has productivy improved after the training?

ASTD, Designing Learning p 65