E-Learning and Use of Technology in Training

Electronic learning (e-learning) is gaining a foothold throughout the world in training and development. The availability of electronic and Web-enabling technologies greatly influences the success of e-learning (Kramer, 2000). The Internet and network-centric computing provide a strong foundation for withe-learning experimentation and extend traditional learning methods through electronic and web technologies to new dynamic learning models (Eckert et al., 1997; Colette, 2001).

Figure 01: E-Learning in corporate training

Source: Andriotis, 2016

The importance of advanced electronic technologies, such as the Internet, has greatly increased in education over the last few years. The electronic learning systems must be carefully designed and constructed using a scientific approach that embraces well-designed procedures and techniques to make use of these technologies in order to be successful, effective and of a quality comparable to some of the traditional educational learning systems (Colette, 2001).

E-learning comes in various types, styles, models, and options. Know the differences and choose the one that best fits the needs and goals of your business. Refer to video 1.0.

Video 1.0: Types of eLearning

Source: Soundidea, 2016

The e-learning market covers the academic, corporate, and consumer sectors, and has a range of segments including content providers, technology vendors, and service providers. Morgan, Keegan & Co. estimates that spending on all forms of education now exceeds $750 billion in the US and $2 trillion worldwide, with fore-learning revenue growth expected to outstrip that in all other sectors of education (Cisco Systems, 2000; Fry, 2001). The US Department of Labor estimates that revenues from corporate e-learning are expected to rise from US$ 550 million to US$ 11.4 billion, a projected annual growth rate of 83 per cent compound between 1998-2003 (Cisco Systems, 2000). A venture capital provider estimated US market capitalization to be US$ 50 billion for e-learning listed companies, a figure expected to reach US$ 200 billion in three years (Lance, 2000).

Corporate and campus agendas have begun to recognize e-learning as having the power to really transform the performance, knowledge and skills landscape, so much so that the International Data Corporation estimates that one-learning corporate spending alone will rise from $1bn in 1999 to over $11bn in 2003 (Henry, 2001). Education and training is about to become one of the most important sectors of the world economy. Merrill Lynch estimates that global expenditure on education and training exceeds 2 trillion US$. Approximately one-third of that spending is in North America, half in Europe and the other developed market economies, and 15 percent in the developing world (Clarke and Hermens, 2001).

A framework is critical for e-learning capability strategy development. An integral part of an e-learning initiative is providing the following support and development mechanism (Alexander, 2001).

• A vision for e-learning at the institution;
• Development of a plan to develop the technology;
• Development of policies relating to the workload of faculty concerned with e-learning;
• Maintenance of reliable network technology;
• Technology support facility for staff and students;
• Market research support;
• Market research support; and
• Provision of free time for the faculty engaged in the development of e-learning.

Organizations engage e-learners by tailoring and personalizing the learning experience and using stories to present instructional material. Customization typically involves adapting various elements of instruction to suit the preferences and needs of the learners. Personalization refers to changes made to the programme's structure to give the impression that the learner is engaged in a conversation with the program. The use of conversational rather than formal language in on-screen text or audio recording can promote personalization in e-learning (Clark & Mayer, 2003).

For example, SmartTutor is an intelligent, web-based tutoring system that is used in Hong Kong adult education (Cheung, Hui, Zhang, & Yiu 2003). SmartTutor uses student information and course content to provide personalized feedback on the course performance, tailor-made advice for future work in the course, and adaptive tests based on the current level of knowledge of the students. Thus, SmartTutor is tailored to individual learners, provides intelligent tutoring, and can be used in a variety of content domains as part of instruction.

Using e-learning stories or narratives can also foster learner engagement in e-learning by "bringing to life" abstract concepts or concepts that may be perceived as dry or uninteresting (Hakkaladdi, 2005; Prensky, 2001; Shepherd, 2004). Learning goals can be presented in stories in dialogues, characters can be created to be similar to learners, and learning can occur through how the characters solve story problems (Hakkaladdi, 2005). Organizations such as Avaya, Sprint and Volvo cars have used storytelling to train frontline employees in their customer interactions on how to deliver their brand image (Gronstedt, 2004). The stories are used to help employees visualize the brand image ("living and breathing the brand"), and then the brand image is communicated via simulated customer interactions by learners.

In addition to engaging learners in e-learning, organizations have started to increase trainee collaboration in e-learning programmes. One way organizations have accomplished this is by offering learners more opportunities to communicate. Two instruments currently available to increase learner communication include synchronous and asynchronous communication tools. Synchronous communication refers to the use of threaded discussions (e.g., chat rooms) that allow for "real-time" conversations between trainees (Selix, 2001). Asynchronous communication, by contrast, refers to the use of message boards and other types of communication in which comments, questions, and answers are posted and later accessed by trainees (Selix, 2001).

E-learning, an instructional strategy to convey the knowledge, skills, and attitudes needed in organizations, is here to stay. The viability, effectiveness, and potential for returning tangible benefits to organizations largely depends on how it is designed, delivered, and assessed. Thus, technology, research, and the marketplace lead the academy to a significant paradigm and cultural transformation (Mangan 2001).

List of References

Alexander, S. (2001), E-learning developments and experiences, Education & Training, Vol. 43 No 4/5, pp. 240-8.

Cisco Systems (2000), Cisco Systems IQ Atlas, [Online] available at: <www.ieng.com/warp/public/750/iq/ele/tre/res/ele> [Accessed on 29 May 2020]

Clark, R. C., & Mayer, R. E. 2003. E-learning and the science of instruction: Proven guidelines for consumers anddesigners of multimedia learning. San Francisco: Jossey-Bass

Clarke, T. and Hermens, A. (2001), Corporate developments and strategic alliances in e-learning, Education & Training, Vol. 43 No. 4, pp. 256-67

Cheung, B., Hui, L., Zhang, J., & Yiu, S. M. 2003. SmartTutor: An intelligent tutoring system in Web-based adult edu-cation, Journal of Systems and Software, 68: 11-25.

Colette, E. (2001), Electronic education system model. Computers & Education, Vol. 36, pp. 171-82.

Eckert, A., Geyer, W. and Effelsberg, W. (1997), A distance learning system for higher education based on tele-communications and multimedia: a compound organizational, pedagogical and technical approach’ ‘Proceedings ED-Media/Ed-Telecom, Calgary, Canada

Fry, K. (2001), E-learning markets and providers: some issues and prospects , Vol. 43Nos 4/5, pp. 233-9

Gronstedt, A. 2004. Living the brand. Communication World, 21(5): 14-17

Hakkaladaddi, C. P. 2005. Bringing life to e-learning through stories. E-learning Age, April: 12-13

Henry, P. (2001), E-learning technology, content and services, Education & Training, Vol. 43 No. 4, pp. 249-55

Kramer, B.J. (2000), forming a federated virtual university through course broker middleware, in Proceedings: Learn Tec 2000, Heidelberg.

Lance, D. (2000), Venture capital viewpoints and e-learning futures, in Fry, K. (Ed.), The Business of E-learning: Bringing Your Organization in the Knowledge Economy, University of Technology, Sydney

Mangan, K. (2001), Expectations evaporate for online MBA programs, The Chronicle of Higher Education, 5 October, A31-32

Prensky, M. 2001. Digital game-based learning. New York: McGraw-Hill. 32

Selix, G. 2001. Improving blended learning. [Electronic version]. E-learning, 2: 48