Common misconceptions about eLearning

Common misconceptions about eLearning

Last time we approached this topic was back in 2017. However, there are still quite a few common misconceptions that circulate around this subject of eLearning  that need to be addressed. Generally, these arise when organisations are apprehensive about how eLearning compares to conventional learning methods.

It’s not engaging

This is a worry for many but in reality, eLearning presents course materials in a way that promotes involved learning. Your learners are more likely to show increased engagement when they have a clear understanding of the learning objectives. Unlike conventional classroom learning, eLearning can make it easier for you to deliver interactive content. You can engage your learners in several ways, including:

Gamification: Adding gamified elements inspires and allows learners to absorb more information. Addition of features like badges recognises learner achievement and motivates them to learn more.

Multimedia elements: Features like videos and photos address different learning styles and provide a variation in the eLearning process.

Include self-assessment: Using sections such as drag and drop allows learners to test themselves, providing them with an active role in their learning process.

Lack of true personalisation

According to Albert Bandura’s Social Learning Theory people learn more efficiently through observing others’ behaviour, attitudes and outcomes of that behavior. So, for those who are more familiar with conventional classroom learning, the simple thought that eLearning is online based is enough to put them off. But today’s eLearning courses have evolved so much that they are designed to take into account the individual learners needs. You can do so by:

  • Adding social learning features such as discussion boards and live chat, through your LMS, allows the learners to have the conversations that they would normally have in a traditional classroom setting.
  • Offering personalised assessments reflects the learners performance throughout the course, helping them to focus on the skills they need to work on the most.
  • Allowing the learner to choose their journey, for example, you could allow them to select from a range of job roles at the start of the course.

Learners have to be tech-savvy

It’s true that learners need some basic technology skills, but in general, most of the tools and programs that they will be working on have familiar aspects. You can make clear navigation instructions, documentation and video tutorials available to your learners in case they experience any problems. As an instructor, you can make yourself available to the learners and run troubleshoot sessions to resolve any issues.

You have to be a graphic designer to create good-looking courses

Thankfully, this is n the case. You can focus on creating amazing storyboards and realistic scenarios without worrying about how your course will look when finished. There are plenty of tools out there that you can use to design powerful eLearning courses, some of them include:

Articulate 360– You can build gorgeous interactive courses in Storyline 360 using the ever-growing library of customisable slide templates in Content Library 360. You can also create responsive eLearning right in your web browser using blocks in Rise 360 – no learning curve and no software download is necessary.

eLearning Brothers – Gives you access to off the shelf eLearning templates for use with Storyline 360 and many other authoring tools. The asset library offers a collection of over 3 million of cutout people, icons, PowerPoint templates and much more.

Hopefully, this blog post has helped clear some doubts that you may have had about eLearning. Once you see through these common misconceptions of eLearning, you can exploit the true scope of this powerful learning format. EeLearning may just be what you’re looking for to enhance your organisation’s learning strategy.