Barriers To E-Learning Job Training Presentation (no sound)
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Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount. This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job. This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
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Barriers To E-Learning Job Training Presentation (no sound)
- 1. Government Employee Experiences in an Online Wilderness Management Course Lisa Eidson Wilderness Information Specialist, http://www.wilderness.net Technology Steward, http://connect.wilderness.net Master’s Student (graduated fall 2009), University of Montana
- 4. E-Learning Defined Correspon- dence courses Video CD-ROM DVD Online learning Inter- active TV WEBTV Mobile/hand-held devices Learning software/ tutorials E-Learning is: Networked Internet-driven Inclusive
- 6. E-Learning Trends Training Magazine’s 2002, 2003, 2007 Industry Reports ~50% of training offered by Department of Agriculture delivered online Year Percentage of Training Delivered Electronically in Private Sector Companies 2002 19% 2003 26% 2007 30%
- 8. Categorical Barrier Framework Guiding Study Rubenson (1986), Garland (1992), Schilke (2001) Techno-logical Epistemo-logical Dispositional Institutional Situational E-learning Barriers Barriers that stem from learner's life situation Barriers related to learning institution Barriers related to learner’s personality, nature Barriers associated with course content, structure, design Barriers caused by computer-related problems
- 12. Research Results Illusion of convenience Absence of deeper learning Lack of an organizational culture of learning Workplace barriers Personality trait and preference barriers Course structure/ design barriers Technology barriers Barrier categories Systemic problems Strong contribution to problem Weak contribution to problem
- 13. Systemic Problem 1 Illusion of Convenience Recurring and singular events Convenient time chosen, learning begins Available times to learn identified Learning delayed Learning interrupted Lack of sequestration Strategies Maximizing factors Minimizing factors Strategies Caused by Decreased by Exacerbated by Exacerbated by Lack of sequestration Ended by Mitigated by Increased by Cycle Negative inputs Escape routes
- 14. Minimizing Factor: Competing Priorities Recurring and singular events Convenient time chosen, learning begins Available times to learn identified Learning delayed Learning interrupted Lack of sequestration Strategies Maximizing factors Minimizing factors Strategies Caused by Decreased by Exacerbated by Exacerbated by Lack of sequestration Ended by Mitigated by Increased by “ Learning in the workplace…isn’t the main priority.” “ shoe horn [learning] in“ "work [learning] around…obligations"
- 15. Maximizing Factor: Displacement Recurring and singular events Convenient time chosen, learning begins Available times to learn identified Learning delayed Learning interrupted Lack of sequestration Strategies Maximizing factors Minimizing factors Strategies Caused by Decreased by Exacerbated by Exacerbated by Lack of sequestration Ended by Mitigated by Increased by “ If I found that I had something to do at work and I couldn’t get to it, I could always do it at my home.”
- 16. Recurring/Singular Learning Interruptions: Workplace Distractions Recurring and singular events Convenient time chosen, learning begins Available times to learn identified Learning delayed Learning interrupted Lack of sequestration Strategies Maximizing factors Minimizing factors Strategies Caused by Decreased by Exacerbated by Exacerbated by Lack of sequestration Ended by Mitigated by Increased by “ continuous interruptions”
- 17. Interruption Mitigation Strategies: Coping Recurring and singular events Convenient time chosen, learning begins Available times to learn identified Learning delayed Learning interrupted Lack of sequestration Strategies Maximizing factors Minimizing factors Strategies Caused by Decreased by Exacerbated by Exacerbated by Lack of sequestration Ended by Mitigated by Increased by “ I just decided even though it might take more time and I might have to restart after distractions, that I was going to slog through.”
- 18. Delaying Learning Recurring and singular events Convenient time chosen, learning begins Available times to learn identified Learning delayed Learning interrupted Lack of sequestration Strategies Maximizing factors Minimizing factors Strategies Caused by Decreased by Exacerbated by Exacerbated by Lack of sequestration Ended by Mitigated by Increased by “ All those things…played into the mix of [the coursework] just getting…pushed further and further back.”
- 19. Strategies to End Procrastination: Cramming Recurring and singular events Convenient time chosen, learning begins Available times to learn identified Learning delayed Learning interrupted Lack of sequestration Strategies Maximizing factors Minimizing factors Strategies Caused by Decreased by Exacerbated by Exacerbated by Lack of sequestration Ended by Mitigated by Increased by “ Once I procrastinated so long,…I had to force myself to do [the course] all in a very short amount of time.”
- 29. Systemic Problem 3 Lack of an Organizational Culture of Learning Organizational Culture Environmental Social
- 38. Conclusions Learner Barriers, Systemic Problems
- 47. Questions? Lisa Eidson [email_address] 406-243-6933 (office) 406-396-3607 (cell)
Editor's Notes
- What is e-learning? Subset of distance education Different from technology and computer-based learning 3 Fundamental Elements E-learning is networked E-learning is delivered to the learner via a computer using standard Internet technology E-learning is inclusive of both formal instruction and informal learning
- Examples Situational: time constraints, study environment Institutional: registration procedures and requirements, cost and availability of technical support services Dispositional: attitudes, motivation, learning style, self-efficacy Epistemological: organization of learning materials, perceived difficulty, relevance, role of prerequisite knowledge Technological: computer and Internet access and downtime, page load times, resource availability
- Barriers identified by this study fell into 4 categories Handout shows plethora of barriers identified in this study in categories Individual barriers build categories, barriers in categories contribute to systemic problems Arrows show that some categories contribute more strongly to the systemic problems than others (solid vs. dotted lines) Systemic problems aggregate individual barriers together for more complex understanding of student experiences, capture the relationships between barriers in different categories
- Convenience was one of the benefits of e-learning listed earlier For many this learning experience was inconvenient Figure depicts the collective inconveniences students experienced that meant they couldn’t take advantage of this key benefit
- Learning was a low priority in the workplace Employees had trouble fitting learning into their workday Competing priorities included: Learning vs. work Emergencies: ex. health and safety, law enforcement Non-emergencies: “problem of the day,” “latest ‘emergency’ of the minute,” non-pressing requests from coworkers, needs of the public Field work: element of seasonality to work, preference for outdoor work Required vs. optional learning Required physical trainings: ex. law enforcement, chainsaw refreshers, wilderness first-aid and CPR Required general, administrative, less relevant, computer-based trainings: ex. information security, privacy, ethics, equal employment, equal rights
- Displacement is: learning at a different time or location Used as a strategy for reducing influence of conflicting priorities, minimize workplace distractions
- 60% of students complete coursework in the office 70% indicated office was a distracting place to learn Workplace distractions were: Described as continuous: ex. phone calls, email, “peripheral noise,” “multiple conversations,” “people coming and going,” visitor contact and questions Exacerbated by certain physical environments: ex. cubicles, open squad bays
- To mitigate recurring or singular learning interruptions students coped Coping suggests resigned to conditions, students felt they could do little to alleviate interruptions Most students just tried to focus, slog through despite distractions
- Once learning was interrupted, students delayed that learning. Procrastination: Is defined as delaying an intended task Was engaged in by 36% of students Was exacerbated by lack of sequestration: “[E-learning courses are] less structured so it’s easier to procrastinate”
- To end procrastination, students could either cram, complete the course over an extended time period, or drop out. Cramming Cramming is a period of neglect of study followed by a concentrated burst of studying immediately before an exam or deadline Students completed coursework in several consecutive days or in 1 day 2/3 crammed Quote shows link between procrastination and cramming (a well-documented relationship) Cramming was in direct opposition to recommended completion strategy Attrition Attrition is to dropout, withdraw Study didn’t interview/focus on students who withdrew, but attrition rate was 48%
- Definitions from Ramsden, 1992, p. 48 Superficial learning: “…the focus is on reproducing bits and pieces of memorized material with the intention of satisfying assessment demands.” Deeper learning: “During deeper learning students are focusing on the content of the task. They’re concerned with integrating and reconciling new information with their personal experiences, knowledge and interests.”
- 60% of students preferred learning in a group Students felt self-paced learning catered to one style of learning Lack of interaction was the most mentioned weakness of online learning Student felt interaction facilitates creativity and problem-solving, encourages critical thinking, uses multiple senses, makes learning more stimulating and interesting Interaction is an active learning process, active learning processes in which student engagement is maximized lead to deeper learning
- Lack of networking also important weakness of online learning Casual interaction reinforces formal learning and facilitates future learning Research shows that strong community leads to deeper learning
- Students described multiple-choice-question evaluations used as: “ rigid” “ nitpicking” Focusing on obscure details not conceptual understanding Research shows: Learners adapt learning strategies to what is anticipated during evaluation Recall facts = superficial learning Recall conclusion-oriented concepts descriptively = deeper learning Type of testing chosen affects learning strategies Multiple-choice-question examination = superficial learning Other types of testing: essay, peer reviewed assignments, scenarios (that students described as personalized) = deeper learning
- Like assessment, students felt course focused on: Superficial things not conceptual Terms and remembering what they meant rather than a conceptual understanding of the whole planning process
- Students felt that e-learning delivery medium lends to: Distraction Interruption Muti-tasking Mind-wandering Deeper learning impeded when learning is disjointed.
- Students felt that the online delivery medium: Caused them to retain, absorb less Makes superficial learning easy Made it easier to scan, scroll, skim without really learning or retaining anything
- Research shows that while crammers/non-crammer perform equally well on exams, crammers remember significantly less over time The 2/3 rd of the students who crammed: Felt overdone, saturated, rushed Omitted important learning elements Did the bare minimum Optional application learning exercises were: Completed by only 1 student Not completed by most due to lack of time Important because they were designed to increase retention, stimulate deeper learning
- Attitudes are related to expectations which are shaped by prior experiences. Because of negative prior experiences, students had low expectations and expected this course to be: Easy Rudimentary Broad General Basic Cursory Shallow Strong stigma associated with other required online trainings through AgLearn or DOILearn can negatively: Affect attitudes towards present and future e-learning Influence perceptions of actual experience
- Organizational culture is important because it affects organizational learning Learning organizations are the products of learning individuals Individuals shape, are shaped by organizational culture which consists of environmental, social aspects that act upon, change one another
- Learning was not a priority for students due to: Conflicting priorities Workplace distractions Both have institutional sources.
- Students perceived that: Learning was sanctioned, but not supported or encouraged Management prioritized the maintenance of status-quo skills instead of learning that would results in better job performance
- To cope with conflicting priorities, students engaged in spatial and/or temporal displacement: Learning early, late, on weekends, days off 12 students completed part or all of coursework at home 10 students completed part or all of coursework on personal time Displacement is: A passive, evasive coping strategy Suggests institutionalization of tolerance, acceptance of inappropriate existing learning conditions
- Students: Felt guilty for using work time to learn Considered learning to be a continuing education opportunity that imbued additional personal benefits Example from 2 nd student quoted: Individual supervised a wilderness of substantial size Area was likely to have management plan revised within 4-5 years Course highly relevant, easily justified Yet individual was reluctance to put the time costs of learning solely on the government
- Students described a variety of technical problems: Difficulty finding an appropriate computer Shared office; didn’t have own computer Remote office w/ low bandwidth Connectivity Office w/ intermittent bandwidth, slow network performance Agency network incompatible w/ course technology Hardware/software audio problems Lacked audio card, working speakers, updated software Technical problems suggested that technological infrastructure: Facilitated work-related activities Was insufficient, inadequate for resource intensive online learning
- Absence of networking left students feeling isolated. Professional networking: Supports present and future learning Provides atmosphere of community, connection, camaraderie Is generally indicative of an organizational culture that is supportive of learning
- Students’ prior e-learning experiences: All students had experience with required agency online training courses through AgLearn or DOILearn 43% had additional experience with professional development, technical development, or university online courses ~50% characterized their prior online learning experiences as generally negative Negative experiences fostered negative values, attitudes and expectations of rigor and quality of e-learning Negative prior experiences that have institutional causes can create a culture that is adverse to e-learning.
- Aversion to e-learning can also come from institutional norms, beliefs or values about technology, such as dislike or discomfort using computers. 25% characterized themselves as technologically challenged Technology use was impatience, limited, forced Overall, like with negative prior experiences, low technical aptitude can make students dismissive of e-learning opportunities.