Not much has really happened since the first article which I wrote about this topic in 2015.
The main hesitation for companies to embrace eLearning is the presumption and belief that face-to-face is more effective for their learners. Secondly, the lack of discipline for flexible learning, and lastly the notion that eLearning is very boring.
eLearning is very boring
Let’s start with that last point. The fact of the matter is that the vast majority of eLearning easily available today is rather boring. This is because it is largely one-way delivery platforms which means you are learning in isolation. Basically, this is a result of moving content from a physical library onto the internet, and then adding some animation, quizzes and even gamification.
The eLearning 2.0 (now labelled as SPOC) which I referred to in my first article is “collaborative” learning online. You are in a virtual classroom, but with real classmates, and an instructor who guides the class. This can be both in an asynchronous manner, or can be done partly live with webinars and live chats. All learners have to participate in the class in a number of ways, other than by quizzes. Examples are discussion boards, assignments, project work and reflective essays, which are evaluated by the instructor.
Face-to-face is more effective
In a collaborative learning environment, the online instructor is able to assure that each and every learner has not only understood each topic, but that the learner is also able to demonstrate that he/she is able to apply the learning in his workplace and business environment. For example, a discussion topic can be initiated by the instructor in this way “Can you share an incident in your company or elsewhere, which could have been handled better given the learning from this topic.”
Every learner has to post something, and the instructor reads each one and provides feedback if necessary, especially when the instructor feels that the learner has not quite got it. Can you imagine this being done in a classroom with 20 or 25 people, or even less?
The added value of this is that each learner can read the postings from each and every other learner, and also read any feedback from the instructor. Learners can also comment and question each other. This is substantive peer-to-peer learning.
Lack of discipline for flexible learning
While this collaborative learning is profoundly appreciated by people who are determined and diligent to learn, it does create quite a bit of stress for those who would rather spend 2 or 3 days in a nice training facility or 5-star hotel, enjoying the fine catering, and being “insulated” from the office and clients. Hence do expect some push-back from your employees. But this is something you need to manage considering what you are trying to achieve, and the return on your investment. Often, I am told that the value of physical workshops is in the networking. There are many other ways to encourage and facilitate networking, which are much more effective.
“Pretend” Collaborative eLearning
Collaborative learning is missing from the vast majority of eLearning platforms and MOOCs. Many of them will claim to have discussion boards or forums, and some even claim to have peer-to-peer learning, but reality is a bit different. Discussion boards are for learners to post random comments, and there is no one to read the comments and give feedback. It is not a mandatory structured discussion board for an instructor to ensure the learners have not only understood the topic, but are also able to apply the learning in their work and business environment.
And for peer-to-peer learning, the way it is often done is that each learner’s assignment has to be “approved” by a number of other learners. What tends to happen is that the learners make a deal with each other to just “rubber stamp” each other’s assignments. And even if there is a sincere effort to do this, another learner’s appreciation of the topic might not be necessarily correct.