When e-learning is not e-Training

e-learning group

Many online Courses are not suited to Adult Learning and so not effective

Why do we not take the cheap and fast option of delivering our Courses as a series of Videos?  Why don’t we deliver our Courses as short 10 minute Lessons? Why don’t we use live lectures?

While we considered these possibilities, we rejected them because they don’t align with how adults learn.

But first let’s consider the fact that ….

Not all e-learning is equal

e-Learning is not e-Learning when any or all of these typical deficiencies apply …

  1. Not Self-paced – presenter dictates the pace. No option to resume where you stop in a lesson or to start a Lesson over again. And learners are not tied to a rigid timetable.
  2. Live online lectures – no opportunity to repeat the lecture
  3. Video series – talk only and often boring
  4. No reinforcing of learning – no quizzes, no FAQs and no Scenarios
  5. No LMS Integration: no detailed record of the Learners progress
  6. Limited device options: if not browser based, software and files downloaded
  7. No Examinations: no evaluation of the learning objectives achieved
  8. No independently accredited Certificate: poor international recognition

Before you sign-up for a Course check carefully what you’re getting – not all online courses are the same and the title alone does not tell you what you’re getting. And here’s a detailed comparison of the common online training methods.

Online Training Methods Compared

Method & Features

e-Training

Online Lecture

Video

Toolbox Talk

Typical Lesson

30 min

60 min

60 min

15 min

Lessons per Course

16 to 60

10

16 to 60

1

Typical Overall Duration

8 to 30 hr

10 hr

8 to 30 hr

15 min

Cost

£££

£££

££

£

Online Examination

Yes

No

No

No

Online Certificate of Completion

 

Yes

Yes

Yes

Online Certificate of Examination

Yes

 

 

 

Adult Learning Feature …

 

 

 

 

Internally motivated and self-directed

XXX

XX

XX

X

Experience and Knowledge

XXX

XX

XX

X

Goal oriented

XXX

XX

XX

X

Relevancy oriented

XXX

XX

XX

X

Practical approach

XXX

XX

XX

X

Respectful approach

XXX

XX

XX

X

Overall rating

XXX

XX

XX

X

One-way or Two-way Communication

1-way

2-way

1-way

1-way

Typical Retention

XXX

XX

X

X

Reinforcement of learning

XXX

XX

X

X

FAQs

Yes

No

No

No

Quizzes

Yes

No

Yes

No

Repeat Lessons

Yes

No

Yes

Yes

Stop and Resume

Yes

No

Yes

Yes

OVERALL RATING

XXX

XX

XX

X

 

So, how then do adults learn?  What attracts and engages them?  What encourages learning and desired changes in behaviour?

We offer a choice of Internal Auditor, Lead Auditor and Lead Implementer Courses

We’ve developed our Courses based on …

Malcolm Knowles’ 6 Adult Learning Principles

Malcolm Knowles in the ‘70s defined the term andragogy ‘the art and science of helping adults learn.’ And he identified six principles of adult learning based on the andragogy concept.  These are:

Adult Learning

1. Internally motivated and self-directed

Adult learners make choices relevant to their learning objectives. They also direct their learning goals with the guidance of their mentors. Learners need to be given the freedom to assume responsibility for their own choices.

2. New learning experiences in the context of life experiences and knowledge

Educators encourage learners to connect past experiences with current knowledge and activities. Educators must know how to relate the sum of the learners’ experience to the current learning experiences.

3. Goal-oriented – task-oriented

Adult learners aim to acquire relevant and adequate knowledge and so intended learning outcomes should be clearly identified. Once the learning goals have been identified, educators must align the learning activities such that these objectives are fulfilled within a defined period of time.

4. Relevancy-oriented

Adult learners benefit by relating the assigned tasks to their own learning goals. If it is clear that the activities they are engaged in directly contribute to achieving their personal learning objectives, then they will be inspired and motivated to engage in Courses and successfully complete them.

5. Practical

It is very important for educators to identify appropriate ways and convert theoretical learning to practical activities. A full module of scenario is included in each of our Courses. Learning is assisted when appropriate ways of implementing theoretical knowledge in real life situations is so demonstrate.

6. Learners like to be respected

Adult learners thrive in collaborative relationships with their educators. Learners become more productive when they’re considered by their instructors as colleagues. 24/7 Tutor Support is a feature of all of our Courses.

Our Advice

When you take a Course with deGRANDSON or procure a Course for a colleague, you can be sure that the Course, its content, delivery and evaluation were developed with full consideration of the ways adults learn.  Our deliberate intention is to provide Courses that Learners engage with, enjoy, find relevant and whose content they can be effectively deploy in their day-to-day work.

Choice of Internal Auditor Course

 

Written by Dr John FitzGerald

Director and founder of deGRANDSON Global. After 15 years in manufacturing industry John has spent the past 25 years training, consulting and auditing ISO 9001 and other management systems. 'Our objective is to be a world-class provider of e-training using the best proven technology so to satisfy and, hopefully, delight all of our Learners. Great commercial success and professional esteem will surely follow.' Full profile: https://degrandson.co.uk/team/john-fitzgerald/
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