Keeping learners learning


Once your programme is under way, what do you have to do to keep learners learning? Well, you might think that it’s enough to just make your courses compulsory and to monitor progress with a management system. You might think that learners working towards a recognised qualification are going to be motivated enough. But experience shows that many e-learners need more; they need support and encouragement from other human beings.

Professor Anne Jones believes that occasional events where course members can meet make all the difference. “When they do, even by video-conferencing, they are more likely to be motivated to use the discussion groups and the synchronous events. And as any trainer knows, peer group support is a very powerful tool in learning.” Anne points to six key factors for success: “Understanding the vision; understanding what’s in it for you; feeling confident to begin; being motivated to continue; being supported and valued; having external recognition.”

Case study: EDS/Oracle

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EDS have over 13000 staff in the UK, topped up each year by 3-400 graduate recruits. From May of this year, these graduates have been undergoing a 10-week fast track programme for database administrators, leading to qualification as an Oracle Certified Professional.

As part of their goal to have 80% of their training delivered online within 3 years, EDS decided, with their training partner Oracle, that e-learning should form the major part of the programme, without sacrificing the face-to-face element entirely. The course is topped and tailed by five-day workshops, bringing the students together to create a learning community. The body of the programme consists of self-study modules, delivered online or from CD-ROM, real-time Net classes, email and telephone support, held together by an online study guide.

Steve Hobbs of EDS felt that the programme had met all his criteria for success: students were provided with expert tutorial support, the content was of high quality and students were able to network with each other. The result is an increasing demand for the course and an extension of the design to other subject matter.

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The jury is still out as to whether it helps or hinders to have target dates for completion of e-learning courses. The Institute of IT Training has experimented with both methods. Students on The Online Trainer were allowed as long as they liked to finish the course. The result? Most students take their time and work on the course when it suits them. When polled as to whether the course should be given a deadline, they voted resoundingly against. On the other hand, The Online Tutor, which required a much greater deal of group collaboration, had a strict six-week timetable. The result this time? A few hiccoughs, but almost all students finished the course on time or thereabouts.




E-Learning's Greatest Hits
E-learnings Greatest Hits
ISBN: 0954590406
EAN: 2147483647
Year: 2003
Pages: 198

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