E-Learning

The Internet has provided opportunities for corporations both large and small to take advantage of significant cost savings by taking their current training tools to the Net. Whether it is Management Training, Sales Training, Policy Changes that require key personnel to sign off on, New hire tutorials or Senior Officer updates and continuing Ed.

Here are just a few reasons why you should consider going online with training and putting the cost savings into other marketing efforts.

Benefits of E-Learning

How online learning is superior to classroom instruction

Quotes: “New technology will play a big role in learning, both inside and outside the classroom. The return on investment will be profound.” “Information technology will bring mass customization to learning…Workers will be able to keep up to date on techniques in their field. People anywhere will be able to take the best courses taught by the greatest teachers.” Bill Gates, The Road Ahead

  • Faster learning. Research has shown that students learn quicker with computer-based instruction. Learners do not have to match the progress of a classroom, but may move ahead at the pace that meets their needs.
  • Faster and cheaper delivery. For organizations that need to disseminate information that quickly becomes outdated, online training and re-training of geographically-dispersed people is almost always faster and cheaper and better than moving trainers across the country and requiring learners to sit in a classroom for a set number of hours.
  • Online learning affords instructional consistency and standardization, giving the same quality of training to large groups of learners, regardless of location.
  • Learners can access the material at multiple terminals, anywhere and anytime, thus accommodating personal moods, location preferences, sleep needs, creative peak times, availability times, and personal health. The flexibility of such truly personalized instruction allows for open entry and open exit usage where students can progress at their own pace.
  • Learners can have the ability to control the pace and flow of course content in a non-threatened manner. Learners can determine which training modules they would like to take and in what order.
  • Learners are inter-actively engaged in their own learning process, and motivation, satisfaction, and learning is increased under these conditions. Highly interactive multimedia courseware, which is richer in content and context than even the most dedicated instructor can create in a traditional classroom lecture, is powerful enough to combine text, screen titles, captions, diagrams, technical illustrations, video, animation, narration, and other sounds and graphics. Learners are provided with engaging, compelling, informative, sophisticated, entertaining, and even dazzling learning experiences.
  • Material can be presented with sensory diversity, in rich media-based instruction, supporting the learner’s preferred learning style (audio, video, text, graphics, animation, etc.) When students use more than one sense, as in the integration of verbal and visual presentations, learner retention and recall is improved by the stimulation of both right and left-brain engagement.
  • Rich assessment tools, combined with programmed, adaptive logic, allows software to “adapt” to user input, providing a richer learning environment and improving pass-rates.
  • Online learning can provide a framework to support enhanced communication and collaboration applications between students and instructors, or between students, including real-time interactivity using software and video cameras, non-real-time discussions, chats, e-mail, conferencing, and knowledge and document sharing.
  • Success is measured by true/false questions, multiple choice, fill-in-the blanks, image matching, etc., with the learner receiving immediate and constant personalized positive reinforcement and feedback. Many learners perform better with computer-based feedback, because it reinforces positive learning, and provides them a supportive, patient, and forgiving environment free of embarrassment when they lack understanding. Systems can provide detailed feedback to training trackers and learners on many levels: pre-tests, practice problems, evaluation scores, time on task, learner progress reports, section reports and more.
  • Learners can explore course content with less fear of failure, and can repeat or review instructional selections without feeling embarrassed. The private nature of online training allows students to progress at the rate with which they are comfortable.
  • Content can be increased by technology, with comprehensive electronic libraries of supplemental resources and additional information and training materials that can be reused in different learning plans, in different formats, and for different purposes. Use of such electronic libraries reduces duplicate expenses.
  • Each learner is provided with a rich, personalized, prescriptive learning plan, configured based on prior knowledge and competency, learning goals, skill level, learning styles, feedback, assessments, and sophisticated profiling done in the Instructional Management System (IMS). Such personalization tends to increase learner achievement. Mastery-based learning programs let the learning management system automatically assign curriculum components and courses can be reassigned to learners when re-certification is required.
  • The IMS tracks all forms of commercial and custom-developed learning content, including Web-based and instructor-led courses, for any number of students at multiple locations. The system can inventory, deliver, track, store, and report learner progress and training-related data to the learner and to the administrator, from any browser, from anywhere in the world. Institutions can document learner progress mastery for reimbursement purposes.