Introduction to e-Learning

Dr. LamTECM 5180

What is wrong with e-learning?

• What are your experiences with e-learning?• What made it effective or ineffective?• What were your experiences with

technology?

What is e-learning?

• Any instruction delivered on a digital device that is intended to support learning

• Includes both content (information) and instructional methods (techniques)

• Can be synchronous (instructor-led) or asynchronous (self-paced)

Is e-learning better than classroom learning, or vice

versa?• In short, the answer is “no”• According to 318 media studies, it was clear

that there was little effect of media on learning

• E-learning and classroom-based training both have distinct advantages and disadvantages

The Promises of e-Learning

• Customized training• Engagement in learning• Multimedia• Acceleration of expertise

Customized training

• E-learning doesn’t support learning styles, but it does support learner’s unique needs

• E-learning content and delivery can be adapted based on work roles and learner’s needs (particularly prior knowledge)

• Ch. 14 discusses adaptive e-learning

Engagement in Learning

• Behavioral engagement- overt action a learner takes (e.g., pressing the forward arrow, typing an answer, drag and drop an item)

• Psychological engagement- cognitive processing of content in ways that lead to acquisition of new knowledge and skills (e.g., explaining a complex visual, summarizing a portion of a lesson, taking a practice test)

Engagement Matrix

Multimedia

• Allows you to use a combination of text and audio

• Still and motion visuals• Chapters 4-10 will cover the research-based

guidelines for using these elements

Practice

• Answer questions 1-5 on the e-learning examples page

Pitfalls of e-Learning

• Too much of a good thing• Cognitive overload!• Technology-driven e-learning can be

detrimental to learning

• Not enough of a good thing• “Page turners” that omit any interactivity

• Losing sight of the goal• Discovery learning

3 Types of e-Learning lessons

Goal Definition Example

Inform Lessons that communicate information

• Company history• New product

features

Perform procedure Lessons that build procedural skills (to promote near transfer)

• How to log on• How to complete

an expense report

Perform tasks Lessons that build strategic skills (to promote far transfer)

• How to close a sale• How to analyze a

loan

E-Learning Architectures

• Receptive- Low interactivity (e.g., new hire orientation)

• Directive- Medium interactivity (e.g., procedural training such as software skills)

• Guided discovery- High interactivity (e.g., how to negotiate)

Practice

• Answer questions 6-7

Technology-centered vs. Learner-centered

• Technology-centered focuses on using cutting edge technologies

• Technology-centered retrofits learning into the confines of technology

• Learner-centered first examines learner needs and then adapts the technical delivery to meet those needs

How do people learn?

Three models of learning

1. Response strengthening – strengthening or weakening associations

2. Information acquisition – adding information to memory

3. Knowledge construction – building a mental representation

Three Principles of Knowledge Construction

• Dual channels - people have separate channels for processing visual/pictorial material and auditory/verbal material

• Limited capacity – people can actively process only a few pieces of information in each channel

• Active processing – learning occurs when people engage in appropriate cognitive processing during learning

• Based on these assumptions, we can use research-based evidence to guide the way we present information.

Four steps in learning

1. Selecting words and images2. Organizing words and images3. Integrating into our schema4. Retrieval of new knowledge and skills long-

term memory into working memory

The problem is…

• The four steps are difficult to accomplish because of demands on cognitive processing capacity. Three common problems:

1. Too much extraneous processing2. Too much essential processing3. Insufficient generative processing

Managing Challenges to Mental Load

Challenge Description Solution ExamplesToo much extraneous processing

Mental load caused by extraneous and essential processes exceeds mental capacity

Use instructional methods that decrease extraneous processing

• Use audio to describe complex visuals

• Write lean text and audio narration

Too much essential processing

The content is so complex that it exceeds mental capacity

Use techniques to reduce content complexity

• Segment content into small chunks

• Use pre-training to teach concepts and facts separately

Insufficient generative processing

Learner doesn’t engage in sufficient processing to result in learning

Incorporate techniques that promote psychological engagement

• Add practice activities

• Add relevant visuals

Practice

• Complete questions 8-11