A new paradigm: E-Learning
A new paradigm that moves away from the conventional face-to-face classroom and toward online learning is referred to as "e-learning" (Li & Irby, 2008). It covers educational courses and programs that are offered online, on computers, or through other forms of technology rather than in a traditional classroom (Lorenzi, MacKeogh, & Fox, 2013).
Interactive media and applications
The technique uses a variety of interactive media and applications, including the Internet, computers, mobile apps, podcasts, videoconferencing, computer-based simulation, and virtual reality (Kopp, 2014). The conveyance of music, visual content, animation, and streaming video is made easier by these media. Both in terms of delivery method and medium, e-learning differs from instructor-led, on-the-job, and self-directed training. Such a type of educating can be synchronous, namely delivered in real time, for example, via Skype or videoconferencing. Besides, it can be self-paced, using prerecorded materials like podcasts or YouTube videos (Kopp, 2014).
Challenges and barriers
E-learning is a cost-saving and self-paced training method (Li & Irby, 2008). However, an organization’s culture for e-learning and its readiness to adopt it is a major potential barrier to using this method (Kopp, 2014). The lack of proper equipment to support web-based instruction can impede e-learning. There must be proper technological infrastructures, such as computers, the Internet, and software (Li & Irby, 2008). Besides, financial constraints can hinder e-learning adoption. A company needs a proper budget size and allocation process to acquire resources required to use e-learning, including equipment, content, and IT competent trainers. Furthermore, technological skills are a barrier as well. A firm must have a workforce with technical competencies to promote the design, development, or implementation of e-learning courses and programs (Becker, Newton & Sawang, 2013). Additionally, the availability of content can impact the successful use of e-learning. Another potential challenge is the psychological readiness. Target trainees and trainers must be psychologically prepared to understand the needs, accept them, and fulfill the e-learning initiative (Kopp, 2014).
The impact on success and benefits
E-learning readiness has affected my success in several ways. First, the self-paced learning appeals to my learning style. For instance, I can review prerecorded instructional materials before and after the instruction, hence improving my comprehension. Second, developing technological skills has enabled me to know-how to use the numerous media and equipment utilized in e-learning. Third, knowledge of and interaction in a number of e-learning initiatives have prompted me to appreciate this method, positively improving outcomes of most e-learning activities I have undertaken. Besides, skills in e-learning have improved my ability to adapt instructions to meet the unique learning needs, increase engagement in learning activities, deliver problem-oriented training, and create cost-effective training courses and programs (Li & Irby, 2008; Becker, Newton & Sawang, 2013).
Providing orientation and support
Providing an orientation on e-learning can effectively prepare learners to leverage the undoubted benefits of this method. The trainer can offer some skill training to help the learners update or acquire skills necessary for undertaking an e-learning initiative (Lorenzi, MacKeogh & Fox, 2013; Kopp, 2014). For example, the tutor may train the trainees in word processing, email, Internet communication, videoconferencing, and using other important technologies to enhance their skill readiness. Furthermore, a trainer should make learners aware of e-learning’s benefits to appreciate and develop positive attitudes toward this method. As well, the trainer can offer mediated support and access to information about e-learning, including learning objectives, material, content, necessary media and equipment, and instructor's support (Lorenzi, MacKeogh & Fox, 2013). It may help the tutor overcome barriers to accepting, performing, and understanding the needs for online training (Kopp, 2014).
References
Becker, K., Newton, C., & Sawang, S. (2013). A learner perspective on barriers to e-learning. Australian Journal of Adult Learning, 53(2), 211.
Kopp, D.M. (2014). Human resource training & development: Performance improvement through workplace learning. San Diego, CA: Bridgepoint Education.
Li, C., & Irby, B. (2008). An overview of online education: Attractiveness, benefits, challenges, concerns and recommendations. College Student Journal, 42(2), 449-458.
Lorenzi, F., MacKeogh, K., & Fox, S. (2013). preparing students for learning in an online world. Distance and E-Learning in Transition, 439-456.
