We want eLearning – now what? Part 3 – The applications

This is the third of a six part series on how to implement eLearning. When you have a picture of your organisation’s requirements, it’s time to get to know the eLearning technology. You need to know something about the applications and their cost before you can establish the business case. The important thing to always […]

reporting models

We want eLearning – now what? Part 2

In the previous blog I talked about creating a picture of training in your organisation, focusing on four key areas. The first three were the learners, the learning environment and the technical environment. In this blog I would like to talk about the fourth focus area – the specific training requirements with regard to recording […]


We want eLearning – now what? Part 1

This is the first of a six part series on how to implement eLearning. The first, and perhaps most important step, for implementing eLearning has nothing to do with the technology. It is understanding your training requirements and your overall business objectives. How will eLearning support your business goals? Will it be through the development of […]

eLearning lament

About 12 months ago, I assisted an organisation to enrol and support 26 of their staff in a Diploma of Project Management. The nine month program involved six workshops and the application of theory to a project in the workplace. The participants chose to participate. 23 of the participants have completed the Diploma by the […]

what goes wrong

From classroom training to eLearning – what goes wrong?

We were invited to view a new online course. It was created by an experienced classroom trainer and Flash developer. They were very excited because they believed it to be interactive and engaging. What we found was a course where most screens included ‘buttons’ to click on so that small chunks of text would appear […]

The impact of design in eLearning

The design of learner control and the aesthetic design impact on learning achievement and the value of online learning. Higher levels of interaction in online learning permit greater flexibility for the learner. However, too much freedom can disorient and frustrate the learner. Too little control precludes reflection and higher order thinking and further frustrates the […]

eLearning trends – quantity or quality?

Rapid development tools and applications such as iAuthor do not recognise the knowledge and skills needed to create quality eLearning. Their emphasis is on an application that can be used by anyone – quantity rather than quality. I can relate this trend to what happened to library and literature research in the 1990s. Prior to […]


ELearning Provides Control

A large organisation was installing a new piece of electronic equipment in 14 locations across the country. The equipment would be used by about 800 employees. They all needed to receive the training when the equipment was installed. It was identified that supervisors could play a role in the training but there was concern that […]


Does online learning save an employer money?

Online training can save an employer money – sometimes. In my experience, one hour of online training can require, on average, about 100 hours of development. The actual time is dependent on the degree of computer-based interactions and the amount of multimedia, such as video, audio, and Flash. The more it includes, the longer it […]

How does online training compare with classroom-based training?

Research indicates that online training, when used alone, is not superior to classroom-based training. The overall learner achievement is similar. However, when both mediums are used together, they provide a significant improvement in learner achievement. (Center for Technology in Learning. Evaluation of Evidence-Based Practices in Online Learning: a Meta-Analysis and Review of Online Learning Studies, […]