Challenges of E learning

A new paradigm in education: 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 programs and courses that are offered online, using computers, or elsewhere through a network rather than in a traditional classroom (Lorenzi, MacKeogh, & Fox, 2013).

The role of interactive media and technologies

The process makes use of a variety of interactive media and technologies, including the Internet, computers, mobile applications, 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. E-learning is different from instructor-led, on-the-job, and self-directed training not only in terms of the mode of delivery but also in terms of the medium. Moreover, e-learning can be synchronous - delivered in real time, for example, via skype or videoconferencing. Also, it can be self-paced – use prerecorded materials like podcast or YouTube video (Kopp, 2014).

Barriers to e-learning adoption

E-learning is a cost saving and self-paced training method (Li & Irby, 2008). However, an organization’s culture for e-learning – readiness to adopt e-learning is a major potential barrier to using this method (Kopp, 2014). Lack of proper equipment to support web-based instruction can impede e-learning. There must be proper technological infrastructure, such as computers, Internet, and software to use e-learning for training (Li & Irby, 2008). Also, financial constraints can impede 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 skill is a barrier to e-learning. A firm must have a workforce with technical competencies to support the design, development or implementation of e-learning courses and programs (Becker, Newton & Sawang, 2013). Additionally, availability of content can impact successful use of e-learning. Another potential barrier is the psychological readiness. Target trainees and trainers must be psychologically prepared to understand the need for, accept, and act out the e-learning initiative (Kopp, 2014).

The impact of e-learning readiness on personal success

E-learning readiness has affected my success in several ways. First, self-paced learning enabled by e-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 has enabled me to appreciate this method, positively improving outcomes of most of the e-learning activities I have undertaken. Besides that, skills in e-learning have improved my ability to adapt instruction as a trainer 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).

Facilitating effective e-learning adoption

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 technological skills to enhance their technological skill readiness. Second, a trainer should make learners aware of the benefits of e-learning to appreciate and develop positive attitudes toward this method. Also, the trainer can offer mediated support and access to information about the e-learning, including learning objectives, material, content, necessary media and equipment, and instructor support (Lorenzi, MacKeogh & Fox, 2013). Such information may help the tutor overcome barriers to acceptance, acting out, and understanding the need for the 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), pp. 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.