Chapter 5

Online learning design

Chapter 5: Key points of e-learning design
• The Fourth Industrial Revolution (Second Machine Age) or digital era is
fundamentally transforming the nature of learning and development
(L&D) design and delivery
• L&D professionals have to adopt modern learning approaches, especially
when the L&D intervention involves the younger generation employees
(Millenials and the post-millenials or Generation Z/i-Generation) who are
digital natives.
• E-learning can be synchronous or asynchronous, or blended
• A learning management system(LMS) is the program used to create,
manage and deliver an online learning programme
• L&D professionals need a sound knowledge base of psychological theories
when designing online learning programmes
• L&D professionals need to understand the advantages, disadvantages and
barriers to online learning design
Chapter 5: Outcomes

• After studying this chapter, you should be able to

• Describe synchronous, asynchronous and blended e-learning and give examples of
each.
• Explain the concept of a learning management system (LMS) in online learning design
• Evaluate the contribution of various theories to online learning design
• Differentiate between an e-learning programme needs analysis and a needs analysis
for face-to-face learning programmes
• Explain the importance of investigating the characteristics of participants in e-
learning programmes prior to learning design
• Explain the steps in designing an online learning programme
• Evaluate the advantages and disadvantages of online learning
• Identify barriers to e-learning
The dynamic learning cycle
 Definition

Online or e-learning refers to any type of

learning situation in which instructional
content is delivered through the use of
computer networked technology such as over
the intranet, or through the internet where
and when required.
 Synchronous, asynchronous and blended
learning
Form of learning Description
Synchronous online learning  Real time facilitated e-learning.
 All participants are engaged in the learning programme at the same time (may
be online or on-site)
 Learners and instructors/learning facilitators communicate/interact within
same time frame (i.e. scheduled time/meeting)
Asynchronous online  Self-paced e-learning
learning  Flexible learning space in terms of time, place, pace and participation:
 Learners participate at a time of day that is convenient for them (i.e, it follows
the personal schedule of each participant within a time period stipulated by the
instructor)
 Class meets at no particular time and is of no specific length (i.e. learners do
not need to be online together at any particular time)
 Learners who may be situated anywhere in the world can access the material
and respond to it any time within a defined number of days
Blended online learning  Combines asynchronous and synchronous online learning
Learning management system tools
• Syllabus/overview • Blog
• Calender • Tests/quizzes
• Instructor/learning facilitator • Additional resource
announcements • Dropbox
• Course email
• Discussion forums/chats
• Wiki
Evolution of e-learning design
models
 Generations of e-
learning

Flexible
Behavioursit Constructivis Humanism
Cognitive Andragogy Harnessing
Learning t Self- available
materials Engagement Self-directed
Interaction motivated resources
 Social collaboration
Preference
preferences
Description
Active-initiators  Take the lead in initiating discussions and debates because they see the collaboration as an opportunity to
demonstrate their own insights and originality.
 Regulate the contributions of others by taking a critical evaluative stance and commenting on other members’ ideas
and viewpoints.
 Invite debate from other members because their contributions are seen to stimulate new insights
Independent-  Regulate others by preferring to ignore the ideas and viewpoints already posted;
evaluators  Contribute their own unique ideas about the subject matter in order to bring a new perspective to the debate.
 Are often seen by other members as dominating the debate by their preferred critical and argumentative stance and
questioning of other members’ contributions and viewpoints

Reflective-evaluators  Regulate others by responding to the ideas and viewpoints of other members.
 Build on and add to the contributions of the group members.
 Encourage other members by showing their appreciation for members’ contributions, Searching for and find new
ideas and information that may help the group in completing the joint task successfully
Passive-independent  Avoid regulation of other members.
 Prefer to work on their own, independent from other group members in completing the task. Act as an impartial
observer of the group’s ideas and debates and tend to focus on other members’ responses and comments rather than
contributing their own ideas.
 Slow to catch up with the group debate and tend to be the last one to make any contributions.
 Find it difficult to participate in collaborative social activities and would rather prefer to keep their ideas and
viewpoints to themselves.
 How to decide when to develop e-
learning
 What is the specific training need and what would be the most suitable learning
delivery method?
 How complex is the content that should be delivered? More complex content is best
delivered over a period of time instead of in one or two crowded sessions. (You will
have learnt about distributed learning in chapter 2?).
 Will all the individuals identified in the target group have access to the required
technology?
 Will all the individuals identified in the target group possess the required technological
competence to benefit by the e-learning opportunity?
 Do the learners that will participate in the e-learning programme possess the necessary
self-directedness competence?
 How geographically distributed is the intended participants?
 E-learning
advantages
The flexibility of the e-learning design and delivery Employees develop technological competence that is not
model allows for easy revision as training needs necessarily available to them prior to entering the
change workforce in developing economies

E-learning can reach a large number of participants at Employees can schedule learning and development for
a reduced cost times that suit their lifestyles and needs
E-learning opportunities are accessible by a
geographically distributed workforce
Integration of the e-learning management system with the
The use of rich resources in e-learning design allows knowledge management system facilitate talent
for the provision of simulated experiences that allows management and retention
realistic practice and contributes to deep learning
experiences
Employers can implement just-in-time training
opportunities
Collaborative learning is possible when collaboration
opportunities are included in the design of the learning Compression of learning – the time taken to deliver
programme training programmes is reduced
E-learning disadvantages
E-learning is not appropriate for all learners Not all employees possess the necessary
and/or or learning contexts technological competencies to use e-learning
effectively
The initial investment in the technological
backbone of an e-learning system is substantial E-learning requires well developed self-directed
and often under-estimated by organisaitons learning competence, self-motivation and
organisation capacity, which cannot be assumed
It is difficult to ensure the authenticity of the to be present in all employees
participation, particularly where certification is Unless the learning programme is developed to
concerned incorporate collaborative experience, participants
can feel alienated
The development of e-learning is more expensive
than the development of traditional training The effectiveness of e-learning in workplace
programmes, although cost savings are achieved learning has not yet been established
once the development is completed Maintaining learner engagement may be
challenging, but can be addressed through
E-learning design
steps
• Know the participants
• Identify learning goals
• Develop e-learning strategy
• Determine & sequence e-
learning content
• Assess learner progress
• Provide meaningful feedback
• Design e-learning programme
Elements of e-learning design
process
E-learning template example
 Requirements of e-learning template

• Uncluttered
• Use sufficient white space
• Use meaningful images
• Use colour conservatively
• Consistent design elements
• Sufficient visual impact to maintain participant
engagement & motivation
• Chunk content into manageable sections
• Communicate only significant content
• Prevent ambiguity in the final design
Phases of workplace e-learning
adoption
 Organisational support for e-
learning
• Financial
• Organisational
• Time
• Technological
• Learner
• Maintain motivation