The importance of building learning into e-Learning initiatives...

e-Learning is a relatively new training technique. Still unsure about how to make optimum use of this sophisticated tool, learning executives continue to have negative experiences and harbour misconceptions. These misconceptions and negative experiences stem from the repeated failures of most e-courses to deliver 'learning'.

A major reason for failure to build 'learning' into e-Learning modules is the skewed belief that it merely transfers content onto a computer screen. It makes it attractive by adding interesting pictures, animation and music. However, according to a recent study, "migrating class-room based content to online formats generally degrades the quality of the learning".

Basic facts

The fact is, e-Learning cannot be made effective by adding only the 'e' to it in the form of audio-video clips. Redesigning e-Learning modules around learning strategies and principles and using e-Learning technologies to improve the learning potential of modules are the best ways of improving online learning experiences. However, such redesigning is only possible when trainers and managers stop asking for online courses with pictures, animations and sound, and request 'learning' instead!

Expert opinion

Learning experts believe that learning and learning retention through online courses will occur when these courses provoke thinking, demonstrate skills and simulate real-world scenarios. However, most online courses seldom ensure learning.

The culprit

The inability to deliver learning through an online medium is often attributed to the newness of the medium. However, each time new technology emerges (virtual classrooms, video-conferencing, web-based learning) trainers are more comfortable reverting to the classroom format. This tendency to revert to more familiar teaching methods is because most trainers are uncomfortable making transitions or adopting the unfamiliar. To make the transition easy it is important to design and build e-Learning around "conversation, debate and application". In addition, experts recommend the use of the 'constructivist approach'.

What about the constructivist approach?

Most e-Learning courses adopt a behaviourist approach where online lectures provide the simulation to provoke learner response. However, according to author John B Watson , "We need to create a learning environment that helps the learner construct meaning from the material presented and apply it to the work world."

Left to themselves, learners can make insignificant or incorrect meanings, however, the constructivist approach ensures that learners 'construct' meaning only from the content their trainers provide. Providing learning that occurs in a relevant context can also enhance meaning making. Learning retention, at times even learning, may not occur without a context that is both valuable and relevant to the learner.

A case in defence

While apprenticeships and on-the-job training are time-consuming and expensive, they are highly effective ways to learn. A key reason for this is that these methods provide the learner with real workplace contexts. So he can apply what he learns to his existing job. This gives the learner the confidence to apply learning to new situations as well. As a learning professional says, "Becoming a journeyman is a sign of deep learning and mastery that allows one to apply previously learned material in a new and creative way".

Online learning too can provide a learner real contexts. Developing virtual apprenticeship and on-the-job training programmes with inbuilt real work scenarios and problems, case studies and lab experiments place learners in virtual workplaces. The closer these contexts resemble real work scenarios, the more effective the workplace learning.

More on improving e-Learning

Besides providing real contexts what else must e-Learning focus on to build robust e-Learning environments? A cross section of adult learners responded thus:

• "Provide learning that I can access when I need it, not just during the class" 
• "Make learning available only when I am ready and able to learn" 
• "Create learning that invites me to interact with the content and makes me think" 
• "Develop to-the-point customised and easy to access and use learning"

Their responses attempt to highlight the aspects of a positive e-Learning experience. They actually describe the attributes of effective learning.

A revelation

These responses prove a significant point- that while most e-Learning is media centric an attempt is made to make it interesting and attractive. Thus it may not necessarily result in learning. The use of multi-media technology definitely enhances the quality of learning content. However, the focus on audio-video clips alone may not cause learning.

For instance, during a sales training programme a participant needs to listen to a customer's voice and tone to discern customer needs and formulate a customer-friendly response. If a trainer uses an audio clip to deliver different customer voices, it does not mean he is delivering learning. The learner must construct meaning from the real-world scenarios the audio clip helps simulate.

Short of learning

An increased media focus aside, another glaring shortcoming is that most e-Learning courses are ridden with errors. Misspellings, misquotes, omission errors, inaccurate or incorrect information and typing errors. In their attempt to beat competitors and increase efficiency, most developers pay little attention to proof reading online courseware. Although not serious such errors lessen e-Learning appeal, while damaging its effectiveness.

Another criticism is that often e-Learning courses resemble PowerPoint presentations that include attractive features such as different sounds and colours for each slide, random transitions and interesting animations. At the end of such courses, most learners have a better recall of the slide transitions and pictures rather than of actual learning content! With e-Learning dropout rates hovering around an 80 percent high, these shortcomings need to be corrected to ensure that e-Learning is less about the 'e' and more about learning.

The process of improvement continues

Besides adopting a constructivist approach and correcting courseware errors there are other components that are equally critical to learning.

In an attempt to improve e-Learning initiatives the CLO (Chief Learning Officer) of a learning organisation asked his programme developers to think of their personal learning experiences, identify what resulted in powerful learning and then use the 'e'- tools and techniques to convert them into e-Learning programmes.

The developers realised that powerful learning experiences are emotions or feelings based. They are strongly related to feelings of challenge, accomplishments, and respect for the instructor or coach. Therefore, the most effective way to ensure learning is to convert e-Learning initiatives into feeling-based events.