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E Learning Research
E Learning Can be the
Solution
E
Learning Research
E Learning ROI
Six Tips for Calculating ROI
E-Learning Saves Time without Compromising Learning Benefits
Most studies find a reduction in time ranging from 20-80% with
40-60% being the most common range for timesaving. No studies
found any decrease in training effectiveness and most reported a
substantial increase in training effectiveness (both learning
retention and transfer).
Fletcher (1990) after carefully reviewing over forty independent
studies found that online training yielded time savings of
35-45% over traditional classroom instruction while obtaining
equivalent or better gains in learning retention and transfer.
Adams (1992), Cantwell (1993) Bradley (1994) and Hofstetter
(1994) later confirmed these results across several years and
hundreds of studies. Likewise Hall's (1997) in-depth review of
over 130 case studies found that computer-based training
required significantly less time than instructor-lead training.
The amount of reduction in time ranged from 20-80% with 40-60%
being the most common range for timesaving. None of the studies
found any decrease in training effectiveness and most reported a
substantial increase in training effectiveness (both learning
retention and transfer). More recently, Hemphill (1997) found
that while online training saves time, it does not negatively
impact effectiveness of learning.
E-Learning
Minimizes Travel Costs
Organizations with multiple locations, in rural settings or in
traffic congested areas will find that moving mandatory
trainings online will yield significant cost savings, reduce
wear and tear on staff and maximize staff involvement in client
centered activities.
Numerous studies have shown that e-learning can cut the travel
and entertainment cost associated with training by at least 50%
(Hall 1997). Other studies have shown that if implemented
properly these costs can be reduced by at least 80% (Hemphill
1997). E-Learning is flexible. It is self-paced and can occur
any time and any place. As such, it is ideally suited for
training employees who are dispersed regionally . E- Learning is
easily modified (especially Web delivered content) thus making
it more adaptable for change of content due to new clinical
approaches, medications and regulations.
E-Learning
Provides More Consistent Course Delivery
E-learning is similar to a performance that is filmed or taped.
The instructor can review, and edit the presentation until it is
just right. No matter how many times the class or learning
module is presented it will not change or v ary. Each student
will get exactly the same material no matter when they take the
course. This lea ds to very consistent delivery of material.
Traditional classroom training is in many ways a “live”
performance. Instructors vary the way they present material in
subtle and sometime obvious ways each time they give a
particular class. Just like actors there are days when they feel
good and days when they feel bad and their presentations reflect
these states. There are times when instructors emphasize certain
aspects of the course and times when they emphasize others. In
fact, no matter how many times an instructor gives a particular
class his/her performance will be different each time. Adams
(1992) found an average delivery variance of 59% between
presentations by classroom instructors.
Also, because the class is presented “live”, there is no
opportunity for the instructor to review his/her performance and
to make changes. In contrast e-learning is very similar to a
performance that is filmed or taped. The instructor can review,
edit and re-edit their presentation until it is just right. In
addition no matter how many times the class or learning module
is presented it will not change or vary.
Each student will get exactly the same material no matter when
they take the course . This leads to very consistent delivery of
material that is not possible in a traditional classroom
approach. In fact Adams (1992) found the average variance of
e-learning modules to be 40% less than traditional classroom
instruction.
E-Learning Can
Offer More Individualized Instruction
E-learning can produce more individualized instruction. Training
content can be modified to emphasize areas where learners have
deficits in understanding. Students can be presented with
material and then tested throughout the course to see if they
mastered each concept. If not, then they can continue to be
presented with that concept until they have mastered it.
Traditional classroom training is in many ways a “live”
performance. Instructors vary the way they present material in
subtle and sometime obvious ways each time they give a
particular class. Just like actors there are days when they feel
good and days when they feel bad and their presentations reflect
these states. There are times when instructors emphasize certain
aspects of the course and times when they emphasize others. In
fact, no matter how many times an instructor gives a particular
class his/her performance will be different each time. Adams
(1992) found an average delivery variance of 59% between
presentations by classroom instructors.
Also, because the class is presented “live”, there is no
opportunity for the instructor to review his/her performance and
to make changes. In contrast e-learning is very similar to a
performance that is filmed or taped. The instructor can review,
edit and re-edit their presentation until it is just right. In
addition no matter how many times the class or learning module
is presented it will not change or vary.
Each student will get exactly the same material no matter when
they take the course . This leads to very consistent delivery of
material that is not possible in a traditional classroom
approach. In fact Adams (1992) found the average variance of
e-learning modules to be 40% less than traditional classroom
instruction.
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