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Introduction to e-learning
E-LEARNING
Many companies have implemented e-learning, which encompasses several different types of technology assisted training, such as distance learning, computer-based training (CBT), or web-based training (WBT). Distance learning occurs when trainers and trainees are in remote locations; typically, technology is used to broadcast a trainer's lecture to many trainees in many separate locations. Distance learning can be much less expensive than paying for trainees in multiple locations to travel for a lecture, but it may reduce motivation to learn because of the remoteness of the trainer.
Computer-based training and web-based training are virtually similar. With this type of training, content is delivered through the computer, using any combination of text, video, audio, chat rooms, or interactive assessment. It can be as basic as reading text on a screen or as advanced as answering quiz questions based on a computerized video that the trainee has viewed. The difference between CBT and WBT is that, with CBT, the training program is stored on a hard-drive, a CD-ROM, or diskette. This means that it is not easy to update and may be more difficult for employees to access. Conversely, WBT is housed online through either a company's intranet or through the World Wide Web. This increases accessibility of training; employees may even be able to train from their home computers. Additionally, updates to content are quick and relatively easy. For example, if an error in the training content is found, one update on the training program housed on a server updates the content for every trainee who accesses it after that point. For a change to made to CBT, new CD-ROMs or diskettes would have to be produced.
E-learning is an alternative to classroom-based training, and it can provide a number of advantages. E-learning can:
• reduce trainee learning time, by allowing trainees to progress at their own pace
• reduce the cost of training, particularly by reducing costs associated with travel to a training location
• provide instructional consistency, by offering the same training content to employees worldwide
• allow trainees to learn at their own pace thereby reducing any boredom or anxiety that may occur
• provide a safe method for learning hazardous tasks with computer simulations
• increase access to training to learners in locations around the world
E-learning is effective at developing declarative and, in particular, procedural knowledge. It can be useful in developing some types of skills and for modifying attitudes. E-learning develops declarative knowledge through repeated presentation of facts, using a variety of formats and presentation styles. It can do an excellent job of describing when and how to apply knowledge to various situations. Procedural knowledge is developed by allowing trainees to practice applying the knowledge to various situations simulated by the software. This training delivery method is valuable because it can automatically document trainee's responses, interpret them, and provide appropriate practice modules to improve areas of weakness.
Using e-learning, skill development is limited by the software's ability to mimic the trainee's job environment and context. For some situations, such as training employees in the use of word processing, spread sheet, and other computer-based software, e-learning is an appropriate choice for teaching skills. Here, the tasks and situations trainees will face on the job are easily simulated by the training software. On the other hand, it is very difficult to develop CBT software that realistically simulates interaction between two or more people or a person and an object in a dynamic environment. Other methods must be utilized for these situations.
E-learning can be effective at developing or modifying attitudes. The factual relationships among objects and events, and the consequences of particular courses of action, can be portrayed in many ways with e-learning technology. How objects, events and their relationships are perceived can be altered by the visual and textual presented in a CBT. However, since the objects and events are simulated, rather than real, the emotional or affective side of attitudes may not be activated. In addition, there is no opportunity during e-learning to discuss attitudes with others in a setting where a trainer can monitor, direct, and reinforce the discussion to support the desired attitude(s). This may be one reason many adult learners indicate a preference for e-learning to be combined with some form of instructor-based training. Trainees often prefer blended training, which is when both computer and face-to-face training are combined, and it is used by many organizations.
varun gupta
mba-1(a)