There's a lot of recent discussion about the effectiveness of e-Learning, but many articles are a bit sketchy about details and sources of information. Our research turned up some interesting findings. See if you can separate the facts from fiction.

1. E-Learning was found to be 11% more effective than classroom training when it leveraged its inherent advantages to offer tutorials, real time communication, and interactive exercises.

TRUE. When the same instructional methods are used, e-Learning and classroom instruction have been found to be equally effective. However, e-Learning has been found to be superior when it utilizes a variety of instructional methods. The most effective e-Learning does not merely put classroom training online via PowerPoint slide sets and audio-visual lectures; rather, it incorporates a wide variety of activities that require the student to actively participate. Examples include chat rooms, webinars, synchronous human interaction along with increased learner control of timing, pace, and sequence (Sitzmann, Ely, and Wisher, 2008).

The multimedia nature of e-Learning is not the significant factor that influences learning. Its variety may spark interest and improve acceptance but it doesn’t improve effectiveness. The measured learning gains have been found to relate to the actual instructional methods that provide variety and interaction (Clark and Craig, 1992).

2. Results show that e-Learning participants can learn as much as classroom trainees, but in 70% of the classroom study time.

TRUE. The study time of German bank trainees who completed the e-Learning version of a currency management course differed significantly when compared to traditional face-to-face instruction, 8.5 hours vs. 12.0 hours (Hasebrook, 2002).

3. Older participants tend to learn more from face-to-face instruction while younger trainees surpass their older counterparts in e-Learning courses.

FALSE. Counter to what people may believe, an age effect was not found with e-Learning that included a discussion forum, note taking and real-time communication between students and instructors. In face-to-face training courses, results indicated that younger participants actually performed better than older ones (Hasebrook, 2002).

4. Most academic leaders believe that the learning outcomes achieved through e-Learning are inferior to the outcomes achieved in the classroom.

FALSE. Online instruction has steadily gained the support of the academic world. Sixty-two percent (62%) of Chief Academic Officers rated the learning outcomes in online education as the same or superior to those in face-to-face classes (Allen and Seaman, 2006).

5. The upward trend of technology-based learning is expected to continue.

TRUE. The effects of e-Learning on all types of professional and academic training have been dramatic, and all indications point to its influence for years to come. Advancements in the use of technological tools enable learning content to become more dynamic than ever. Learning has shifted from something that is done at a specific time, in a specific place, for a limited number of individuals to a resource that is available virtually anytime, any place, to anyone (Paradise, 2008).

References

Allen, Elaine, and Jeff Seaman. Making the Grade: Online Education in the United States. Rep. Newburyport: The Sloan Consortium, 2006.

Clark, R.E. and T.G. Craig: "Research and theory on multi-media learning effects", in M. Giardina (ed.): "Interactive multimedia learning environments. Human factors and technical considerations on design issues", Heidelberg: Springer, 1992, 19-30.

Hasebrook, Joachim P. "Co-operative and Interactive Distance Learning: Application of Team-Oriented and Selective Learning Strategies in a European Bank." Journal of Universal Computer Science 8 (2002): 834-47.

Paradise, Andrew. 2008 State of the Industry Report. Rep. Alexandria: ASTD Research Department, 2008.

Sitzmann, Traci, and Katherine Ely and Robert Wisher. Designing Web-based Training Courses to Maximize Learning. Hershey, PA: IGA Global, 2008.