Summary: ABCs of e-Learning

Review and Analysis of Broadbent's Book

BusinessNews Publishing

• Publisher: Must Read Summaries
• Year: 2016
• ISBN:
  9782806222572
• Topic: Computer Science
• Subtopic: Digital Media
• Index: Computer Science

The must-read summary of Brooke Broadbent's book: `ABCs of e-Learning: Reaping the Benefits and Avoiding the Pitfalls`. 

This complete summary of the ideas from Brooke Broadbent's book `ABCs of e-Learning` shows that with computers and the Internet being so widely accessible, the digital space is a perfect vehicle for cost-effective learning. Electronic learning, or e-Learning as it is known, has not been half as successful as it could be. Apart from its wide reach and cost effectiveness, it has many other benefits including its adaptable structure, its interactive nature, its flexibility, and most interestingly the fact that it is non-linear meaning participants can skip material or specify the order in which they learn, something that cannot be tailored in the classroom. Thanks to all these advantages, e-Learning is becoming increasingly popular at all levels of education. This summary helps to dissect the different forms of e-Learning and explains how to plan and roll out successful e-Learning courses with solid, measurable results. 

Added-value of this summary: 
• Save time 
• Understand key concepts
• Increase your business knowledge

To learn more, read `ABCs of e-Learning` and enhance the bottom line by making an organization more productive, saving money, and providing learners with more access to more training.

Summary of ABCs Of e-Learning (Brooke Broadbent)

1. An Overview of e-Learning

The term “e-learning” is frequently applied to a wide variety of training and educational programs which are delivered through a network, via the Internet, by CD-ROM, by satellite, by personal digital assistants, by wireless devices or through the telephone.

To generalize, however, e-learning comes in four basic types:

1. Informal e-learning

Informal e-learning involves no structured training program. Instead, people have access to sources of information which they can dip into on an as-needed basis. These information sources may be available as Web sites, organizational Intranet sites, online discussion groups or simply e-mail.

Typically, informal e-learning involves colleagues discussing matters with each other to:

• Help each other learn more about their specialist field.
• Find answers to difficult problems.
• Share facts, opinions, ideas and more.

The term “knowledge management” is frequently associated with informal e-learning. The essence of knowledge management is an organization’s ability to store, locate and make available explicit information (documented knowledge) and implicit information (undocumented knowledge or know-how). Informal learning means people within the organization can access this knowledge when needed.

2. Self-paced e-learning

Self-paced e-learning quite literally means the learner determines the speed (and sometimes the sequence) at which they move through a structured training course. Most often, these programs are structured in a series of modules which can be accessed either through the computer or via the Web.

Each module will include all the learning activities that relate to one specific topic, and may include:

• Multimedia sound and video clips.
• Learning activities, exercises and other content.
• Before-and-after assessment tests to gauge learning.
• Simulations of common problems.
• Activities which build the desired skills and competencies.
• Assignments and other follow-up requirements.

Self-paced learning is sometimes referred to as self-study learning, computer-based training, Web-based training, distance learning, distributed learning or online learning. All of these terms are commonly used to describe a training program which is demand driven rather than set down according to a rigid schedule.

3. Leader-led e-learning

Leader-led e-learning, as the name suggests, refers to a training program which is managed by an instructor, coach, mentor or facilitator. It involves the course leader setting deadlines by which various modules need to be completed by the students working on their own. The leader also provides any additional assistance which the students require to complete the modules. This assistance may be live (perhaps through a video link) or delayed through an online discussion group.

Attention is drawn to the fact that in a leader-led e-training program, each student completes the modules individually rather than in the presence of the course leader. The student may have access to video clips of the leader explaining a concept, but each student still learns at their own pace. There is no group learning component.

Leader-led e-learning is sometimes referred to as instructor-led learning, instructor-led training, Web based training, online distance education, distance learning, distributed learning or online learning.

4. Performance support e-learning & tools

This type of e-learning involves providing online help for performing some specific work task. The module can then be called up and accessed only if and when it is required. These tools may also be structured as support systems or task wizards.

This type of e-learning does not involve a structured program of instruction. Instead, a toolbox is made available with a collection of tools or templates. The tools may be of varying levels of sophistication, depending on the anticipated task at hand.

Performance support tools are sometimes called electronic performance support systems, wizards, or online learning.

Deciding which of the four types of e-learning to use in any situation depends on the availability of suitable technology as well as the usual factors of:

• Who is to do the learning?
• Who is available to teach them?
• What level of knowledge about computers is assumed?
• When are the learners going to be available...