2. Learning Objectives
• To understand the context of e-learning and explain the
concept
• To define e-learning
• To describe the various elements of e-learning
• To outline the various benefits of e-learning
• To understand the various issues of e-learning
• To discuss the different aspects of the e-learning
industry
• To list the models of e-learning
• To explain the Return of Investments (ROI) with respect
to e-learning
• To discuss the various types of e-learning cycles
• To outline the drivers of e-learning
• To explain the details of e-learning strategy
3. Why E-learning?
• Necessity to keep abreast of fast changing
developments in almost every field
• supplement and enhance the teaching learning process of
conventional education
• effective methodology to cope with increasing student
strength and limited teaching and infrastructure
resources.
• support the continuing education process for meeting the
needs of employers and workplace learners
• Use technology
– to achieve better learning outcomes
– more effective assessment of outcomes
– more cost-efficient way of bringing the learning environment to the
learners.
• used by organizations - to help employees to keep
abreast of latest trends
4. Definitions
• “The delivery of a learning, training or education program
by electronic means. E-learning involves the use of a
computer or electronic device (e.g. a mobile phone) in
some way to provide training, educational or learning
material.” (Derek Stockley 2003).
• “E-learning is commonly referred to the intentional use of
networked information and communications technology
in teaching and learning.” (Som Naidu 2006).
• “In many respects, it is commonly associated with the
field of advanced learning technology (ALT), which deals
with both the technologies and associated
methodologies in learning using networked and/or
multimedia technologies”. (Wiki)
5. Definitions
• “E-learning is the use of Internet and digital
technologies to create experiences that educate
our fellow human beings” (Horton, 2001)
• “ E-learning is the continuous assimilation of
knowledge and skills by adults stimulated by
synchronous and asynchronous learning events
– and sometimes Knowledge Management
outputs – which are authored, delivered,
engaged with, supported and administrated
using Internet technologies.” (Don Morrison
2003).
7. Advantages -General
• Supplementing the teaching process - enable students
the flexibility of time, place and to a certain extent pace
of learning
• Provides wider opportunities for learning - access to
wider range and type of learning material - support
different styles of learning.
• Allows more flexible course management
• Provides an almost one-to-one communication between
the teacher and the learner
• Make available teachers from different parts of the globe
to share their expertise with the learners
8. Advantages –Technology based
• Easy availability of a wide variety of online resources
– encourage discussion and collective deliberations,
critical analysis and effective learning
• Presentation of realistic case studies to aid application
oriented learning
• Online discussion boards in a secure environment
– support collaborative learning and facilitate the
participation of external experts
• Simulations and animations to explain complex
processes
• Real-time communication tools
– chat, shared whiteboards and videoconferencing to
promote collaboration and debate
• Computer-aided assessments to enable effective
feedback to learner
9. ‘e’ of e-learning
• Exploration
– Use Web as an exploratory tool to access as a huge variety and amount
of information and resources
• Experience
– offers e-learners a total learning experience, from synchronous learning
to threaded discussions to self-paced learning
• Engagement
– captivates learners by enabling creative approaches to learning that
foster collaboration and a sense of community
• Ease of use
– for learners
– for content providers - content immediately available to learners across
all technical platforms
• Empowerment
– puts learners in the driver’s seat
– enables personalization of content
– allows learners to choose the way in which they learn
10. Elements of e-learning
• Learner registration process
– Information brochure, login, registration &
competency testing
• Learner Personalization Process
– Enrolment, personalized learning path &
customizable home page
• Teaching Learning Process
– Course material delivery & interaction
• Administrative processes
– Tracking, Reporting, certification & maintenance of
skills database
13. Benefits of e-learning
• Learner-Centric
– controlled by the learner - decide how, what and when they want to
access information
• Portability and Flexibility
– flexibility of learning from any place at any time
• Situated learning
– integrate the ideas being discussed with the working environment, or access
resources on the Internet
• Dynamic configuration
– dynamically configured to suit environment and learner needs.
• Collaborative interactive learning
– L2L, (Learner to Learner), E2L (Expert to Learner), L2E (Learner to Expert), E2E
(Expert to Expert) , L2C (Learner to Content), C2L (Content to Learner)
• Reusability
– Content of any media can be granularized and made as an independent
module
– enables assembly and dynamic presentation of learning material in an
effective and meaningful manner
14. Benefits of e-learning
• Availability of expertise and resources
– increases availability and productivity of subject experts
• Infrastructure saving
– eliminates static overhead of expensive classroom space, managing
books and binders, computers, projectors, food and repeated need for
subject experts
• Measurable Assessments
– objective usage reports about the effectiveness of the e-learning
• Incentives to Industry Personnel
– encourages industry to provide e-learning opportunities to their
employees
• Informality in learning
– More exchange and assimilation of information takes place in informal
settings such as chat rooms, and one to one interactions and
discussions
• Minimal incremental delivery cost
• Development of ICT skills
– ICT skills and learners acquire skills to present their work
15. Challenges and Issues
• Innovative teaching ability to utilize technologies
and facilities for effective teaching
• Effective understanding of shared responsibility
between the teacher and learner
• Initial costs are high and the cost of developing
course content is significant
• Need to integrate all tools involved including the
authoring tools, the learning management
systems and other HR applications
16. Goals of e-learning
Goal Definition Example
Inform Lessons that
communicate
information
• Company History
• New Product
Features
Perform - Procedure Lessons that build
procedural skills
(also called near
transfer)
• How to log on
• How to complete on
expense report
Perform - Principle Lessons that build
principle-based skills
(also called as far
transfer)
• How to close a sale
• How to design a Web
page
17. Types of e-learning
Type Builds Lessons
that
Used for
Receptive:
Information
Acquisition
Include lots of
information with limited
practice opportunities
Inform Goals
Directive:
Response
Strengthening
Require frequent
responses from
learners with
immediate feedback
Perform-Procedure
Goals
Guided Discovery:
Knowledge
Construction
Provide job-realistic
problems and
supporting resources
Perform-Principle Goals
18. E-learning Industry
• Content
– As far as content segment is considered there are Generic Course
Providers, Content Developers, Simulation Developers,
Test/Assessment Services, Content Aggregators and finally Subject
Matter Experts.
• Technology
– The systems needed to provide basic administrative as well as
infrastructure support are grouped under this segment. These include
Learning Management Systems, Content Management Systems,
Collaboration Applications, Virtual Classroom Applications, authoring
tools and knowledge management systems.
• Services
– Additional services that can be provided include System integrators,
content Hosting, Learner Support and mentoring, streaming media
authors, learning needs assessors, consultants and knowledge/data
providers.
19. Models of E-learning
• Level 1: Gaining access - Is able to log on and motivated to
continue. Posts first 'joining' message when instructed.
• Level 2: Becoming familiar with the on-line environment
-Possesses basic technical skills and is confident in sending and
receiving messages to and from tutor and other students.
• Level 3: Seeking and giving information - Is confident in using all
features of the software. Freely offers, receives and processes
information from others on line.
• Level 4: Knowledge construction -Demonstrates actions on-line
that are likely to lead to 'knowledge construction', including
– Creative and active thinking (asking challenging questions, reflecting,
suggesting ideas);
– Interactive thinking (critiquing, negotiating interpretations, summarizing,
proposing actions based on ideas)
• Level 5: Autonomy and development - Takes responsibility for
own continuing development in on-line learning and is able to set up
and support own virtual group.
20. ROI
• ROI = Benefit received - Resources invested
• Learning departments - equated ROI with showing that
the delivery of e-learning is cheaper per learner than the
delivery of instructor led classroom learning
• ROI is tracking learner inputs
– Number of e-learning offerings each learner utilized
– Total offerings utilized
– Number of programmes /courses registered,
completed, passed
– Number of logins per course per learner
– Length of attendance per session
– Total hours logged per month for individual learner
– Percentage of learner’s curriculum completed
– Type of delivery utilized
21. Kirkpatrick’s Levels of Evaluation
Level Name Questions
Level
1
Reaction : a measure
of learner
satisfaction
• Did the learners like it?
• What do you plan to do with what they
have planned? (for organizations)
Level
2
Learning : a
measure of
learning
• Did the earners get it?
• Have their skills, knowledge or attitudes
changed as a result?
• How much have they changed?
Level
3
Behavior: a measure
of behavior
change
• Can the learners go out and do it?
• Has the behavior changed as a result of
learning?
Level
4
Results: a measure
of results
• Do the learners use what they have
learned?
• Does the change in their behavior have a
positive and measurable impact on the
business?
23. Learning Cycles
• Kolb and Fry: suggested a four stage learning cycle for experimental
learning. The learning cycle can begin at any of the four stages. The four
stages are:
– Experience – immersing yourself in the learning
– Reflection – the aspects that you notice
– Conceptualization – the meaning of what you see
– Planning – what will happen next and what are the activities that will
follow
• Honey and Mumford: suggested a learning cycle that accounts for the
different preferences of learners for different stages in the learning cycle
suggested by Kolb. These preferences are called learning styles. At
different points in time in spite of individual preferences, in order to complete
learning, the learner has to adopt every role in the learning cycle –
– Stage 1- Activist – Having an experience
– Stage 2 – Reflector – Reviewing the experience
– Stage 3 – Theorist – concluding from the experience
– Stage 4 – Pragmatist – Planning the next steps
• Double-loop Cycle: Both the Kolb and Fry cycle and Honey and Mumford
cycle are single loop processes.- assume that the learner is motivated and
the content is fit for the purpose it is intended. -correct these assumptions.
