HOW TO EVALUATE E-LEARNING

E-learning as we know it is over a decade old and has come a long way from its simplistic roots. Increased interactivity, virtual classrooms and simulations are fast becoming the norm, while software and authoring tools are becoming more sophisticated and easier to use on a daily basis. For this reason, many companies are beginning to wonder, “Is my current e-learning inventory still effective?” “Does it still meet my business’s needs?” “What is the best way to evaluate my e-learning?”

With the fast pace of today’s marketplace and the increasing demands being placed on learning departments to deliver results, learning and development (L&D) teams should evaluate their e learning inventory every few years to ensure it continuously meets their company’s business objectives. CorpU research shows there are many different criteria that can be used to evaluate the effectiveness of e-learning courseware. These can include anything from learner satisfaction to course structure. The L&D team must evaluate each criterion to determine if courses measure up, then eliminate the ones that no longer do.

Criteria for Consideration

Alignment with Business Objectives
Of prime consideration is the e-learning course’s ability to support the company’s business objectives. To deliver results and increase its Return on Investment (ROI), e-learning should provide employees with the necessary knowledge, skills, and attitudes (KSA’s) to achieve the company’s desired business results. Questions to ask include:

What are current goals of the company?
What KSA’s do employees need to achieve these goals?
What are the objectives of the e-learning?
What KSA’s should an employee be able to demonstrate after completing the e-learning module?

Course Design

Another important consideration is the e-learning course design. Questions to consider include:

Is it designed using researched best practices and theories regarding adult learning?
Does the e-learning reinforce or support the learning that takes place in the classroom or on the job?
Where possible, does the e-learning use working examples with real world job tools and situations?
Does the e-learning promote self-questioning when learners are learning for receptive e-lessons?

According to Malcolm Knowles, adults learn best when the learning is reminiscent of the problems employees face in their day-to-day activities. Using e-learning that exhibits this type of problem-solving will increase the transfer of learning to the employees’ KSA’s, and will have more impact on employee productivity and company profitability.

Globalization

With a significant increase in the globalization of companies, e-learning that translates to a global audience and is culturally sensitive is extremely important. L&D teams should ask:

Are graphics and scenarios appropriate for a global audience?
Does the e-learning avoid slang, jargon, or local phrases?
Does the e-learning avoid humor that could be misinterpreted?
Where possible, are icons used instead of buttons with text?
Does the e-learning allow space for translation if necessary?

By ensuring that global needs are taken into consideration, L&D teams will be able to decrease the number of customized courses they need to accommodate different cultures.

Along those lines, many company employees are geographically disparate. They may travel extensively or telecommute on a regular basis, and having e-learning that can be accessed anywhere 24/7 is an additional criteria for consideration. Other technological considerations include:

Is the user interface easy to use?
Is the e-learning intuitive for those that are new to e-learning?
Can learners bookmark the site?
Are help screens available?

Course Structure

A last consideration is how the course is structured. Many employees multi-task on a regular basis and prefer shorter courses that can be completed quickly and easily fit into their busy schedules. According to ASTD’s Learning Circuits magazine, using shorter course modules that provide context to learners, target specific knowledge gaps, and are embedded in real-time workflow processes increase learner retention. In addition, having easy-to-use course directions and an easy-to-follow format reduces the time it takes for learners to understand how to navigate the course, thus allowing them to focus on the content. Questions to ask include:

Is the course presented in a logical format?
Are modules broken down into manageable pieces?
Are directions clear?
Does feedback for questions appear on the screen near the question?

As e-learning continues to become a larger component in learning organizations, continuous evaluation of a company’s inventories will be crucial to maintaining the quality and impact of learning. By maintaining the quality of courses in their libraries, L&D departments will help build their credibility, keep learning relevant and strategic, and ultimately increase the influence learning has on the company’s achievement of their business objectives.

Click here for an in-depth comparison table of evaluation methodologies.

References

Adkins, S.A. (2003). Workflow-based e-learning: Next-generation enterprise learning technology. ASTD. Retrieved from http://www.learningcircuits.org/2003/aug2003/adkins.htm

Clark & Mayer, (2003). E-learning and the science of instruction. Wiley & Sons, San Francisco, CA.

Knowles, M. S. (1980). Modern practice of adult education: From pedagogy to andragogy. Revised and updated. Chicago: Follett Publishing Company, Association Press.

Zeidman, B. (2003). Guidelines for Effective E-learning. Chief Learning Officer. Retrieved from http://www.clomedia.com/content/templates/clo_feature.asp?articleid=317&zoneid=29