Writing for global online learners...

With multinationals mushrooming the world over training has followed suit. Global organisations are beginning to rely on online learning programmes for the various advantages they offer. Above all, it is seamless. It transcends international borders taking learning to different parts of the globe. Therefore, online learning content and instructions should be comprehensible to learners from different countries and cultures.

For all the care taken to see that international trainers and training schedules adapt "to do what as the Romans do in Rome", little is done to restructure content. The challenge of writing for a global audience aside, content writers also have to wade through the little known waters of online writing. Before going into the subtleties of writing for online global learners let's take a look at what Web visitors prefer.

What's online?

"Really good writing- you don't see much of that on the Web," said one online learner. Sadly, this is the impression that most online users hold.

"One piece of advice folks: Let's try not to be so gratuitous and self-inflating. Beginning answers to common sense questions such as, "Will Sun support my older Solaris platform?" with answers such as "Sun is exceptionally committed to." and "Solaris is a leading operating system." doesn't give me as an engineer, a lot of confidence in your ability. I want to hear fact, not platitudes and self-serving ideology," said one customer about the Sun website. Such opinions highlight the flaws in online content writing. When online writing does not help users find the necessary information, the quality and relevance of content are questioned.

What do studies say?

Various Web usability studies reveal that Web users:

• Don't read, they just scan 
• They understand more while reading less 
• Prefer texts to be short and relevant 
• Read online texts slower than printed versions 
• Detest hyped language (as seen above in the response to the Sun Website)

Web writing should enable users to scan content and flip back and forth different sites. In addition, grammatically correct and well-written content gains learner's trust. Constant updating of content too is important. Online content should thus ensure:

Simplicity

An online Power Point course had the following instruction; "The Don't Show This Dialogue Box Again check box on the New Slide dialogue lets you set a default slide layout for each time you insert a new slide. The layout will be whichever slide type is selected when you mark the Don't Show This Dialogue Box Again check box." Enough to baffle learners and drive them away! Online learners prefer clear, concise and non-bureaucratic language. A sentence that reads, "Failure to enter your password will result in an invalid entry message." Can simply be rewritten as, "Provide your password for our system to identify you." Such simple, informal and useful tips keep the learner online.

Credibility

When the publisher of a particular site and the sources of information are unknown the learner doubts its credibility. Good magazines such as Reader's Digest and National Geographic carry a certain image. A website too can build an image of it's own. For this the information it carries should come from a reputable and believable source. It should be current and accurate. The learner should be able to rely on the mentioned facts and information. Another assessment of credibility depends on whether a learner can rely on the hyperlinks present on the site. As one learner said, "Because the writer is referencing other links, its probably relatively accurate information."

Cautiously funny!

One learner said, "I like websites when they're not all that dry. I like to laugh." While most learners prefer humour, global preferences for humour vary drastically and culturally altered humour seldom works. Therefore, humour in global learning content should be avoided as much as possible. The writer should have a fair idea of the audience before incorporating humour. Puns and metaphors are a definite 'no' for sites with large number of international learners.

The faster the better

Learners prefer highly organised sites where they can quickly access relevant information. It is important to give learners information fast as they are often hard pressed for time. Lesser response time for links and fast-loading graphics enhance online learning experience. It also means better viewership.

Upside down!

An online learner remarked, "I like the ability to read a summary and then go to the article if I'm interested." Most web learners prefer content to be designed in the inverted pyramid style. Such content starts by stating the conclusion. Information is then built upon leading to a summary highlighting important and interesting points. Next, the points are detailed. The article wraps up with some background supportive information. As learners on the web are generally scanners this bottoms-up style of presenting content is highly appealing. So learners can: 

• Get to the important points quickly 
• Continue reading only if interested 
• Save learning time

Exactly scannable

Writers are aware that online learners scan information. Therefore, content should be embellished with elements that support scanning such as headings, bold and highlighted text, bullets, captions, graphics, table of content and topic sentences. Learners also desire concise texts that present relevant information quickly. They prefer short one-page texts.

Well connected

A writer can use links to reduce overloading the content page with definitions and background information. Links should be placed on the sidebar. The reader can then concentrate on the text without interruptions and embedded links. In addition, the graphics and text should be related. Pictures without captions and flashy graphics that are of no value addition irk learners.

Apt references and jargon

"I will touch base about your assignment later." This baseball reference would confuse a non-American learner. References that are culture-specific should be avoided. Content should also be idiom-proof (Hands-on, just-in-time and brush-up can give way to practical, as needed and refresher). Global learners are unaware of everyday work jargons. Online course titles are often jargon-loaded. End-User Business Development Skills can be rewritten as Developing Business Skills and Anti-Hacking Boot Camp as How To Avoid Threats To Your Computer Network System.

Well tailored

Content writers should remember that measurement and time systems are not universal. Most of the world follows the metric system so while giving US measurements, the metric equivalents should be mentioned. While the international date standard is year/month/date, some countries use the day/month/year format. Ideally, the date on global content should go in as, "The next workshop is scheduled for December 10, 2003." Some prudent content writers mention the time zone as well. For instance, "The next seminar is on January 20, 2004 at 9 a.m. Eastern Standard Time."

When web authors employ the three principles of web writing namely scannability, conciseness and objectivity, there is 'virtually' no reason for them to fail when faced with a global audience.