Article by Lewis Morley
eLearning: Moving Forward
Extensive studies support the claim that eLearning is a more cost-effective and efficient way to ensure the continued professional development of employees. The ability to improve effectiveness at a fraction of the cost makes it an appealing alternative to traditional face-to-face methods, especially for larger organisations.
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vidence of this claim was identified by a 9-year survey of research literature in training, conducted by the American Psychological Association Division of Educational Psychology, which was published in Training and Retraining in 2000. The survey concluded: ‘Learners learn more using computerbased instruction than they do with conventional ways of teaching, as measured by higher post-treatment test scores.’ Due to its adaptability, its lack of restriction, and the capacity to make instant changes across the board, eLearning enables organisations to ensure that all staff, regardless of location, can access consistent content. This ensures that common methodology and ideals are followed, reinforcing corporate identity. Technology is continuing to advance at a rapid rate, with things that were merely fantasy a few years ago now becoming a reality. Now more than ever, people are using ‘learning styles’ to adjust learning content to better suit the user, as everyone learns in a different way. Therefore, content must not be locked into a single learning style (such as lots of text and reading). Ideally, learning content should have a fine balance between interactive elements and detailed information allowing users of all learning styles to enjoy and engage with it. A large
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number of upcoming technological advancements are becoming available to use in any eLearning content. Increased participation through interactivity with well-designed eLearning programmes leads to higher levels of cognitive engagement, resulting in better retention of information. First, there are interactive videos. These allow you to record real-life footage of the module content (e.g. office safety). When users go through the video, at certain points they get to decide what to do next and the video plays out the consequence. Think of the hazard perception test on a driving theory exam, but with even more user interactivity. This allows people to become fully immersed in the learning content and get a deeper understanding of the information.
