Is ELearning Effective?

I recently read a post on a leading social networking site, which suggested that eLearning was not an effective training solution. My initial reaction was one of complete disagreement. However, after some consideration, I would agree with this post. Yet, I would add that most ineffective eLearning solutions are the outcome of inferior practices by non-skilled instructional designers or organizational processes that limit the practice of good instructional design.

First let me define eLearning. Electronic learning (eLearning) – ELearning is a wide set of applications and processes, such as web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet local area networks/wide area networks (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, computer disk (CD) ROM, and more (Kaplan-Leiserson, 2004). Hartley (2000) implies that examples of the types of technology, which can be used in on demand learning, include faxes, emails, the Internet, personal commuters, PDAs, and cell phones.

Over my 18 years in workplace learning, I have evaluated a number of eLearning solutions. Unfortunately, it is with great sadness that I have consistently found flaws both from an instructional design and education perspective. I would suggest that developing an effective eLearning solution requires more than knowledge of the latest authoring tool or technology; it requires an understanding of the audience, developing strong learning objectives, creating engagement elements that motivate and stimulate learning, addressing the different learning modalities, solid writing, applying the correct audio and visual treatment, and incorporating the correct learning strategies based on the appropriate learning objectives.

The rigor that goes in developing an effective eLearning solution is one of sophistication as well as strict processes. I would suggest that authoring an eLearning solution requires more than creativity. It requires a level of experience and knowledge in education, instructional design, and instructional technology. A good eLearning instructional designer/developer must understand the process of educating your intended audience (children, students, or adults), and must be aware of the authoring tool’s capabilities. Creating a solid eLearning solution requires an ISD approach that is flawless in assessment, design, development, implementation, and evaluation, and I would also suggest that anyone who would suggest that these processes can be skipped has more than likely fell victim to silent voices of learners whose feedback was marginalized through the organization’s rhetoric of a successful learning program. Additionally, I would suggest that to under estimate the importance of the foundational education theories and strategies, as well as to select the wrong authoring tool or under utilize its capabilities is a guarantee recipe for developing an inferred solution.