Singapore, 17 September 2003

How To Gauge e-Preparedness

How do you gauge learner preparedness for e-learning? What skills and competencies do e-learners need? How can you tell if e-learning is even a viable option? Individual learner characteristics are important, says Marga Biller, learning-strategy Vice President of Worknowledge LLC an Englewood Cliffs, N.J., training firm.

But e-learning may go nowhere unless you address "the environment in which learning takes place." Moreover, "the quality of the course and its instructional design will play a major role in the success of any e-learning initiative."

Research by Biller's firm shows that, if the organization supports e-learning, "the usage results can be astonishing."

  • 82% of employees say they liked e-learning and would recommend it to other employees.
  • 87% say they will apply what they learned to their job.
  • Of those who had never taken a Web-based course or didn't have much experience with computers, 87% nevertheless found the e-learning easy to use.

READINESS CHECKLIST

Learners are probably ready for e-learning if they have these characteristics, Biller says:

  • They "act with confidence" -- take on new challenges, responsibilities or tasks "with enthusiasm and energy."
  • They learn constantly and take responsibility for own learning.
  • They can work alone.
  • They set challenging goals and high standards for themselves.
  • They can use computers. They know how to open e-mails and get on the Internet.
  • They prefer active involvement in learning situations.

Here's what trainers should do, says Biller:

  • Define and communicate learning goals.
  • Establish learning plans that link individual courses to job requirements.
  • Involve the manager in making sure that training applies to the job.
  • Get managers' support and personal involvement.
  • Provide time for learning to take place -- just as you would for a traditional classroom session.
  • Provide "discussion groups" for those taking the courses so they have a forum for discussing their experiences.
  • Set a deadline for finishing training.
  • Provide an e-mail contact for learner questions or comments.
  • Make changes as necessary.

Reprinted by courtesy of VNU Expositions

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