The ease of learning and assessment

20 August 2018

This article was featured in the September 2018 issue of the magazine.

Dr Sue Smith, CIPP associate director of professional education, discusses the growth and application of e-learning and e-assessment in today’s technological environment

E-learning is a phrase that was coined in Los Angeles at the start of this century and has been described as a way to learn, based on the use of new technologies (primarily electronic media). It is often associated with phrases such as ‘virtual learning’ and ‘online learning’. 

For almost twenty years electronic-learning has been on the threshold of being a significant part in the world of learning and development. At its early conception, e-learning encompassed learning on different media such as CDs, cassette recordings and video as well as computer-based internet and intranet – anything that was fundamentally electronic. Although the concept of e-learning might be relatively new, computer-based training has been around for about forty years and the fundamental principles of online learning (such as mobile or moveable type or print technology) date back even further. 

The last fifteen consecutive years have seen an impressive and relentless growth of e-learning, and in 2007 online learning, sometimes referred to as distance learning, began to gain traction. Today, e-learning is available in many guises with many universities offering programmes and qualifications as high as master’s degree levels. Studies in the USA have shown that thirty per cent of college students take at least one online course during their time at college and ten per cent of ‘onliners’ are under the age of 25. This approach to learning appeals particularly to the so-called ‘millennials’, according to the research, as it offers collaboration, instant feedback, mentorship and the use of modern technology.

Making use of the modern technology provides e-learning with a unique characteristic. The nature of having an electronic device to learn by means that the traditional way of attending college campus or training courses is not necessary. Providing a world-wide learning platform is not always an advantage, however, as some parts of the globe are not developed enough to have wifi, electricity and electronic devices so learning becomes less accessible for these people, who remain with traditional face-to-face methods of learning. For others, traditional methods of learning are inaccessible. Evening education classes, day-time schooling and traditional face-to-face methods are not always conducive to working adults and those with families and dependants, making traditional methods inaccessible to some.

There are some clear benefits of e-learning. Studies have found that e-learning encourages high retention of students and an improvement in student outcomes. Grades are often higher for online courses or those who take advantage of a hybrid approach of both online and traditional methods; often referred to as a blended approach. Forty per cent of Americans surveyed thought that online colleges and universities offered high quality education; this rose by thirty per cent from those surveyed in 2011.

As technologies develop, e-learning improves; providing fast, flexible, affordable education and the opportunity to engage the student. Not only is it appealing to millennials but to other generations alike and provides better access to education for minority groups. 

For those with self-motivation and discipline, e-learning offers an approach whereby individuals can manage their own time, learn at their own pace and to their own schedule, in a comfortable and safe environment.

E-learning is known for its flexibility and its agility. When information needs updating or changing it can be done from the source and re-published often much quicker than the time it takes teachers, trainers and lecturers to update their own knowledge and transfer it to students.

Onliners can still engage in classroom activities. Although sometimes referred to as ‘distance’ learning, many onliners reside in the local vicinity to the provider so dropping in for a face-to-face meeting and blending the learning programme can be easily adapted. Alternatively, discussions can be adopted online using a discussion board or a forum so onliners are still engaging in traditional classroom activities. Answers to questions posed to the onliners in forums and discussion boards are transparent, making it easier to see responses from all students, who might otherwise have been able to ‘keep quiet’ in class. It is also encouraging to provide communities of practice by creating Facebook and other social media groups so students can interact with each other less formally but still educationally and supportive.

Programmes can be tailored so that students have a learning experience whilst logged in together in a ‘cohort’ model (such as tutorials or webinars) or asynchronously, where students learn at their own pace. Asynchronous learning is fast becoming the ‘superior pedagogical experience’, especially as onliners are often globally-flung and are logging in from different time zones.

Employers who are financing education or training may also find e-learning appealing. Learning can easily be measured against key performance indicators, making it easier for businesses to support employees’ continued education. With e-learning, there are very little additional costs such as venue and residential costs and it has also been shown to reduce overall training costs. 

Of course, if it were all roses e-learning would have taken over the world twenty years ago. There are drawbacks to e-learning. Onliners will still need to get online, suitable technological devices are still recommended and sometimes a wifi signal may be required. Like many disciplines, study takes motivation and studying alone can be a lonely business. The digital learning paradox suggests that some learners perform slightly worse online. Students can also find themselves studying at unsociable hours, especially if they are trying to organise study around work and family commitments.

Equipment can also be a hurdle with some businesses arguing that it is expensive to create and develop e-learning well, provide good quality, and integrate the technologies. Studies undertaken on universities and colleges in America using e-learning found that few institutions kept a budgetary line for online learning, making it more difficult to identify costs. In these circumstances, researchers turned to expenses to weigh up the costs. If e-learning is positioned on a learning management system (LMS) this too can greatly add to the expense. There are over 500 different LMSs so finding the correct one for a particular purpose is no mean feat. Arguably, some would say that often quality of e-learning in organisations is compromised to spend less and gain more profit.

Those who have found success with e-learning tend to have effective techniques to keep their e-learning on-track. The following are suggested by Mark Lieberman to help e-learning development and longevity:

• develop an e-learning strategy specific to your targeted population 

• invest for quality

• provide remote access support for your learners

• foster an innovative culture when designing and developing materials and activities

• create an infrastructure to sustain long-term momentum

•  use outside vendors and subject matter experts to add value

• apply research findings to work-place solutions and connect findings to action.

In the last twenty years e-learning has offered an alternative, technological platform for learning; appealing to some and arousing fear for others. Minds are often slow to change and often changes are in population pockets, but research shows a changing demographic towards e-learning. Youngsters who might otherwise have had a rough time in college chose e-learning to avoid the educational environment experience; it is tough in school. Adults have found it a flexible alternative to traditional methods and millennials have found it satisfying their emotional and well-being needs. 

Positive changes in perception tend to be seen following online exposure. Therefore, the positive perception of e-learning is likely to increase as more and more learners pursue learning through electronic devices and online. A successful initiative was found when millennials were ‘buddied’ with an experienced worker, blending the best of both worlds to mutually educate the individuals. When questions were posed, or problems identified, both approaches (experience and online learning) provided a quick and effective resolution.

With new technology comes new terminology. ‘Gamification’ is the concept of applying game-design thinking to non-game applications. The advantages of this is that it captures the learner’s attention, challenging and engaging them, whilst at the same time being entertaining and teaching them. Some would refer to this as ‘learning through play’ and it can be used quite successfully in assessing learning on electronic media.

In 2011, the Association of Certificate Chartered Accountants entered into an agreement with the Summit Consultancy Group to deliver all exams online through an e-assessment programme. This was a significant step for achieving qualifications via e-assessment. Some people have concerns over e-assessment but many programmes which are provided online have the same entry requirements and outcomes as the traditional programmes, and the same volume of study and are marked at the same level.

E-assessment can grow the qualification provision while maintaining high standards. It is a reliable way of testing and marking, and can instantly provide results for tests on completion, even when done around the globe. E-assessment also enables large banks of unique questions at similar levels to be stored up and used randomly for tests. This maintains the validity and security of the assessment. Many e-learning programmes are now accredited by well-known awarding bodies, including universities. The assessments are proving to be reliable and test students’ knowledge by more-accurately reflecting real-life workplace scenarios and activities

E-learning and e-assessment are gaining traction and growing at a relentless pace. Despite some hesitation by pockets of the population, e-learning appeals to many demographics and enables accessibility to education and learning for many individuals. 

 

In conclusion

E-learning comes in many guises and is referred to by many names. For some, being able to access learning on devices is crucial in a world which relies so heavily on technology. The benefits of e-learning and e-assessment are clear, but e-learning is no better or worse than other forms of learning; it is situational. Comparing it against another medium is irrelevant; it is neither good nor bad, better nor worse. 

An assessment of e-learning should be made in context. Is it the most suitable medium for a learner to achieve their outcomes given the learner’s situation? For some it will be, at other times less so. E-learning and e-assessment are alternative options to enable individuals achieve their outcomes and educate themselves.

The CIPP offers online, traditional face-to-face and blended options for learning and education programmes. Please view our website for more information. 

 

 

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