The document discusses the challenges faced by government employees enrolled in an online wilderness management course, highlighting barriers to successful e-learning such as the illusion of convenience, superficial learning, and lack of an organizational culture that prioritizes learning. Through qualitative research involving 30 participants, systemic problems affecting the effectiveness of e-learning were identified, alongside recommendations for improving employee engagement and course design. It emphasizes the shared responsibility of learners, e-learning providers, and employers in facilitating a better online learning experience.

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

2. Presentation Outline Importance of e-learning What is e-learning? Research Study details Results Systemic problems Conclusions Recommendations

3. Importance of E-Learning E-learning allows government to continue training employees despite: Increasingly restricted travel Shrinking natural resource budgets E-learning represents the future of wilderness training

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

5. E-Learning Benefits Convenient Accessible Reliable and universal Accurate Scalable Easy to learn Risk-free Equality of participation Efficient

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%

7. Other E-Learning Research E-learning can be as effectively as classroom learning Students generally satisfied Attrition rates higher than in classroom Withdrawing/persisting students experience same barriers Development of categorical frameworks to describe barriers

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

9. Study Design Goal Describe barriers to successful e-learning experiences in a wilderness management course Qualitative research Semi-structured interviews Guided by barrier framework 30 students Forest Service (57%), National Park Service (43%) Completed the Wilderness Stewardship Planning Framework online course in spring 2008

10. Wilderness Stewardship Planning Framework Course Offered by the Arthur Carhart National Wilderness Training Center Wilderness training arm of federal government Free to government employees Registration, completion occurred within 6-month timeframe Course requirements included: 8 main modules 30-60 minutes each Choice of PDF or synchronized PPT w/sound Optional application learning exercises Practice tests Final exam

11. Screen Snap of Synchronized PPT w/ Sound Interface Screen snap of course Table of contents Pace, sound, display controls Animated learning content area

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.”

20. Systemic Problem 2 Absence of Deeper Learning Superficial learning is focused on: Memorization vs. task content Satisfying assessment demands vs. integration/reconciliation of new knowledge Students who learn superficially: Learn less Remember less Exit training ill-prepared to apply training Impediments to deeper learning Learning strategies/preferences Course design/structure/delivery Minimized retention Attitudes toward e-learning

21. Preference for group learning, lack of interaction Learning Strategies/Preferences “ I feel like I learn better in a group, because there’s more interaction.” “ There’s a potential for [an e-learning] course to just be appealing to one style of learning.” “ Anytime there’s a group of people, you’re going to hear things that are outside of your box of thought.”

22. Lack of professional networking Learning Strategies/Preferences “ It’s that casual interaction that reinforces some of the learning points that you miss [in e-learning]. ”

23. Lack of personalized evaluation Learning Strategies/Preferences “ The testing brought you back to really exact things rather than the general idea.” “ I found that [the testing] really geared to how I needed to learn the concepts.” “ If there was an assignment that I could have picked from and submitted it for peer review, that would have been much more challenging to me.”

24. Focus on words not concepts Course Design/Structure/Delivery “ It almost felt like a crossword….you start to focus a little too much on the wording and a little too little on the meaning and the comprehension.”

25. Ease of distraction Course Design/Structure/Delivery “ I think because it’s not a human, it’s easy to get distracted…Your mind tends to wander more.” “ You’re more maybe prone to multitasking while doing an online training.”

26. Online delivery medium Minimized Retention “ It’s difficult to really absorb as much through online learning.” “ It’s easy to…skim through and feel like you’ve completed something when really you haven’t gone into too much depth and you probably didn’t retain too much.”

27. Procrastination followed by cramming Minimized Retention “ When I did my marathon,…I overdid myself.” “ I felt…saturated with information.” “ I felt rushed…I really wanted to complete [the course] so I was like, okay, I’ll do the bare minimum.” “ To power through the course, I didn’t necessarily try to take advantage of those practical exercises.”

28. Expectations Attitudes Toward E-Learning “ The stigma might be strong, but not a very positive perception of some of the mandatory online training…And I think sometimes because of that there can be a bit of a groan when we hear about other online training.” “ I think I understood that…I was going to get the sense of the concepts and not much more, not as deep an understanding.”

29. Systemic Problem 3 Lack of an Organizational Culture of Learning Organizational Culture Environmental Social

30. Learning not prioritized Environmental/Social Factors Affecting/Defining Organizational Culture “ So it’s almost like triage, you come in the office expecting to get stuff done and [learning] just doesn’t happen. Other things pop up.” “ [online learning] kind of became a priority at work whenever the public wasn’t around.” “ Someone would swing by and drop 5 words, it might be 30 minutes of my day going to do something real quick.”

31. Conflicting messages about learning Environmental/Social Factors Affecting/Defining Organizational Culture “ My supervisor said, ‘Yes, you can use work time.’ But I was pretty sure without asking for any clarification that…it was like this, ‘You can do this, you’re not gonna get criticized if you get caught doing this on the job. But all the things I have for you to do or all the things you know you better be doing have to come first.’”

32. Prevalence of passive coping strategies Environmental/Social Factors Affecting/Defining Organizational Culture “ Finding time that the physical noise and physical presence of folks in the office was limited, that was basically the only strategy I had.” “ I was hoping that I could…somehow after work find time to do two hours each day and then go home late. And that just did not work. And then I said, well, I’ll have to do it on my day off.”

33. Feelings of guilt, reluctance to use work time to learn Environmental/Social Factors Affecting/Defining Organizational Culture “ I kind of felt guilty doing [e-learning] at work even though my boss said I could.” “ It was a continuing education opportunity…So I was more than happy to say, ‘Okay, if the government will give me one hour a week, then if I need to, I’ll spend an hour on my own time to make sure that I complete the course.’”

34. Inadequate technology Environmental/Social Factors Affecting/Defining Organizational Culture “ My biggest challenge was getting a computer for a length of time.” “ Our typical problem here is not enough bandwidth and during certain times.” “ [The course] did not seem to mesh well with the [agency’s] computer system.” “ I used rotten speakers…they crackle.”

35. Isolation Environmental/Social Factors Affecting/Defining Organizational Culture “ I think in an academic community, it’s that whole interaction…[It] provides an atmosphere that you’re not able to duplicate on the web.” “ Another aspect…that is missed…is the camaraderie you build…that whole aspect of networking.”

36. Negative prior experiences with institutional training Environmental/Social Factors Affecting/Defining Organizational Culture Colorful descriptions of required agency online training: “ Eew!” “ universally frustrating” “ redundant” “ Can the monkey jump through the hoop?” “ I’m sure [my prior experiences] influenced it a lot…The only thing I knew about any online course was those that I had taken.“

37. Low technical aptitude Environmental/Social Factors Affecting/Defining Organizational Culture “ I personally consider myself almost computer illiterate.” “ I really don’t use [computers] much…it’s only for work….I’d rather not deal with it.” “ I don’t like computers at all…Like hooking up those speakers to take this class was like a pain in the ass for me, because it was like I had to plug them to that plate of spaghetti behind my desk. And that was a chore in itself.”

38. Conclusions Learner Barriers, Systemic Problems

39. Conclusions E-learning in the wilderness management workplace : Was inconvenient Fostered superficial learning Occurred amid a culture that devalued/minimized learning as part of work

40. Context Limitations Small sample Specific epistemological setting Focused narrowly on negative aspects Purposely excluded benefits including: Accessibility Efficiency Course quality compared to required agency online trainings

41. Relevance Job of educators/trainers is to remove barriers to e-learning at work via: Formal training Online courses Informal learning Networks, communities of practice, lessons learned centers Publications, syntheses, research Searchable databases, data centers

42. Recommendations Responsibility for workplace e-learning is shared by: Employees E-learning training providers Employers

43. Recommendations for Employees Learners should: Take a more active role in their own learning Set appropriate expectations of learning Read, understand, meet necessary course requirements Enlist support for learning

44. Recommendations for E-Learning Training Providers Providers including the Carhart Center should: Offer synchronous/asynchronous/group versions Incorporate interaction/networking Match employees to relevant trainings Rethink course content

45. Recommendations for Employers Employers including the wilderness management agencies should: Institutionalize/legitimize learning/training at work Provide better learning environments Connect learners after training

46. References Cited Garland, M. R. (1992). Variable Affecting Persistence in Distance Education in the Natural Resource Sciences. Dissertation Abstracts International, 54 (6), 2108. (UMI No. NN79731) Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge. Rubenson, K. (1986). Distance Education for Adults: Old and new barriers for participation. In van Enckevort, G., Harry, K., Morin, P., and Schultze, H. G. (Eds) Distance Higher Education and the Adult Learner: Innovations in Distance Education (Vol 1, p. 39-55). Heerlen, Netherlands: Dutch Open University. Schilke, R. A. (2001). A Case Study of Attrition in Web-based Instruction for Adults: Updating Garland's model of barriers to persistence in distance education. Dissertation Abstracts International, 62 (5), 1684. (UMI No. 3013802)

47. Questions? Lisa Eidson [email_address] 406-243-6933 (office) 406-396-3607 (cell)