- Learning—whether it is classroom, workplace, or web-based, and delivered in a "live," just-in-time, or self-paced mode
- Performance support—whether it takes the form of job-specific, context-sensitive, or embedded systems that serve as job aides
- Knowledge management—whether it is manifest in expertise directories, lessons learned databases, best practices repositories, and communities of practice that all reflect and deliver knowledge to learners at a particular time of need
The optimum blend of the above three will focus on optimizing the mix of classroom instruction, online learning, and workplace performance support tools that can maximize the total impact on human performance. This is how a multidisciplinary approach to online learning and human capital development (HCD) can really make a difference.
The players of this industry can be classified into 3 types:
Content organizations: firms that furnish course structure, multimedia (graphics, video, sound, and animation), simulations, testing, and assessments. This includes both off-the-shelf as well as specially developed, customized applications.
Learning Services: firms, which provide needs assessments, program-building components—content design, development and programming, technical and systems integration, site management and hosting, maintenance, and online mentoring.
Delivery Solutions: companies, which sell technologies associated with eLearning, including training, authoring tools, course management systems, collaborative software and virtual classrooms, and add-on tools. The delivery solutions category does not include hardware and network infrastructure, such as routers and firewalls.
Why eLearning?
A lot of lip service is paid to the "anytime, anywhere" aspects of eLearning, but the true power of eLearning is likely to be found in its potential to provide the right information to the right people at the right times and places. eLearning is often a more effective and efficient way to educate workers because it is:
Personalized: eLearning allows entire programs of study to be customized for a company, a department, or even an individual learner.
Interactive: eLearning can truly engage the learner in a give-and-take type of learning that involves simulations of real-world events and sophisticated collaborations with other learners and an instructor.
Just-in-time: eLearning moves training away from the "just-in-case" model in which learners engage in event-based sessions that require learning to take place outside the context in which it will be used.
Current: eLearning allows training providers to always offer learners up-to-date materials.
User-centric: eLearning focuses primarily on the needs of the learner, instead of on the abilities of the instructor.
Categories of eLearning
Synchronous eLearning: live training online—real-time interaction between an instructor/facilitator and remote students
Asynchronous eLearning: Instruction is just-in-time, when you need it
Self paced CBT / WBT: Computer Based Training (CBT) and Web Based Training (WBT) share similar characteristics of following a very logical instructional design paradigm that packages most of the instructional elements as well as the content to be learned into a self-contained, learner-controlled environment.
Collaborative Learning: Combination of the above types
Components of Blended eLearning
Many organizational eLearning projects begin with the implementation of a learning management system (LMS), where a typical LMS can help with the launch and tracking aspects of training management, performance measurement, and a career plan of a learner's continuous development needs. Thus, a typical LMS-focused system should be able to track training activities, including completion of those activities, track the performance of the learner, track their assessment results, establish a learning plan or curriculum for learners, and allow learners to register for upcoming training events or self-service eLearning opportunities, such as a typical web-based training course. Learners should have access to communities of practice where they can interact with their peers, mentors, and trainees to provide a high-level of social learning and help to develop strategy for individual learning. Learner also get access to discussion boards; best practices databases; assessments; communication tools like the now, chat, and instant message applications; curriculum maps and other learning resources, such as the web; audio and videotapes; books; magazines; journals; etc. Some organizations are choosing to host these services internally, while others are choosing to address these needs externally through an Application Service Provider (ASP) model.
Check-list of effective blended eLearning solutions:
Formalized—The solution is based on sound research and development in the field of adult learning and also reflects eLearning "best practices" industry.
Systematic—The solution relies on a strong methodological and project management approach with measurable outcomes or predictive metrics.
Repeatable—The solution can be widely deployed across disparate parts of the organization by a diverse work force with similar positive outcomes.
Scalable—The solution is not prototypical but rather scalable to an enterprise-wide implementation.
Manageable—The solution can be easily managed as an internal or outsourced training solution with strong ROI.
Adaptable—The solution is not brittle and can accommodate a wide array of learning styles and organizational training contexts.
Standardized—The solution uses standard approaches and measures for instructional design, outcomes assessment, and system interoperability, such as AICC and SCORM.
Integrative—The solution synthesizes a variety of existing training models, typically involving other systems such as ERP and CRM.
Synergistic—The solution combines the complementary elements of online learning, EPSS, and knowledge management to build a total solution that is greater than any of these technological approaches alone.
