The
Myths and Realities of e-Learning
by
Donald Clark
Myth |
Reality |
| Available at anytime. "It ís always there!" |
It is only available where you have the proper technology
and that technology is capable of downloading and then delivering
the e-learning. Also note that some locations where it is
available (such as a work location) makes it nearly impossible
for learning due to noise, interruptions, etc. |
| Accessible from any location. "You can always get to
it." |
No (see the first myth). |
| Multimedia content: use of audio, video, interactive
chat, text, etc. |
Yes, if you have enough bandwidth. Also, other forms of learning, such as c-learning provides the same features. |
| Accommodates individualís learning style: self-paced,
asynchronous collaborative, synchronous collaborative. |
That depends on how it is developed (the methodology employed).
e-Learning does not have tools that will automatically account
for an individual's learning style, make it collaborative, etc., If you cannot do these with other
forms of learning, what makes you think you can do it with
e-learning? |
| Hyperlearning: as contrasted with static text, e-learning
has the capacity to link with other resources (simulations,
other content, study groups, etc.) that can enhance the
learning experience and avoid the linear learning dictated
by textbooks. |
This statement assumes that the only other form of learning
is reading. A good trainer program uses a number of activities
to bring about the desired change in behavior. Also, good
text learning packages do direct learners to other forms
of learning see PSI). Also, see Note on hyperlinks below. |
| Blindness of the learning engagement: Some learners who
are inhibited in a classroom setting may increase engagement
online. |
Yes, but some learners are inhibited by technology. Also,
some of what we learn requires engagement in the real world.
Are we really helping them if we do not provide the opportunities
to help draw them out-of-their-box? |
| Learner-centered learning: The learner is not a passive
participant but a proactive searcher and finder of information. |
The training developer determines the amount of participation,
not the media. You can develop a passive e-learning program
just as readily as you can develop an active c-learning
program. |
| Modularity of presentation: The contentís architecture
is modular, which facilitates different construction of
learning events, both in design and length. |
The amount of modularity is determined by the developer, not by the
medium. This degree of modularity can be built into almost
any type of training program, from c-learning, to lock-step,
to self-paced. |
| Manageable structure: The electronic infrastructure supports
managed (and measurable) interaction between advisors and
learners. |
Only if it is built into the e-learning program...the same
as with any other type of program. e-Learning does not have
a lock on this. For some pros and cons., |
| Ability to measure the effectiveness of program: E-learning
software empowers administrators to track performance and
measure ROI. In addition, monitoring usage by learners is
simpler; i.e., the number of downloads per user can be measured. |
The amount of work required to get ROI is the same no matter
what type of learning program is used. Also, the number
of downloads is meaningless -- a much more meaningful measurement
is "did they learn?" |
| Simpler data management. The rapid rate with which new
learning products are introduced and older products become
obsolete create a challenge for individuals charged with
updating libraries. However, if a single version of each
product is kept on a host, users get instantaneous access
to updated components. |
Updating a computer based program can be just as daunting
as updating a number of paper-based programs. Also, once
a learner "graduates" from the e-learning program, they
leave with a number of notes, hand-outs, etc. that do not
get updated. Indeed, what they "learn" is not automatically
updated. |
| Cost savings: provides an efficient and cost-effective
model for education. |
That depends upon a number of factors, e.g. number of learners,
contents of the program to be developed, etc. |
| Greater storage capacity: The Internet host has much
greater capacity than most physical locations or a userís
hard drive. This allows learners access to more products
and lets the advisor mix and match courseware activities
to fit specific needs. Learners can preview presentations
of different courses prior to selecting one, or they can
access a specific slide from thousands. |
Three words: bandwidth, courseware, content. |
Note - The great thing about Hyperlearning (hyperlinks), is the dynamic ability to quickly display other
objects. It is also its biggest weakness -- the dynamic ability
of the objects linked to, for they can disappear just as quickly
as you can link to them. For example, throughout this document,
I have three basic types of hyperlinks which allows the reader
to hyperlearn:
 |
Self Objects: Links to other parts of this document. For example,
at the top of this page was the highlighted word "note." Clicking
on it quickly brings you to the bottom of this page so that
you can read this note. If you click this Self
Object, you will be taken back to the myth of Hyperlearning
in the chart above. Since I, the document builder, am in charge
of the links, they more than likely will work unless I make
an error. |
|
Related Objects: These are the links that take you to documents
within this site. For example clicking on the word hyperlink, will take you to a short document that
defines the term. This document is located on this site and
within this directory. Since I, the site builder, am in charge
of the documents, they will also more than likely work unless
I make an error. However, the chance for error is greater since
I may be updating or changing these various documents at any
one time. There are hundreds of documents on this site which
greatly increases the chance of error. |
|
Outside Objects: These are the links that take you to documents
outside of this site. For example, clicking on the word Hyperlearning, will take you to HyperLearning Technologies site
(at least I hope it will), where you can choose from over 1,000
documents containing the word hyperlearning. Since I
have no control over these other sites, the link may or may
not work. The best I can do is to try to choose relative stable
links by using past experience. The chance of an outside object
link not working is much greater than with a self or related
object. |
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