eLearning vs Classroom Training—How Different Are They?
Just 15 years ago, eLearning was an experimental way of teaching very technical subjects. Today, educators across all fields use online training to teach just about anything; it would be difficult to find a school or training department that does not incorporate eLearning into its programs in some way.
Unfortunately, learning professionals who are new to eLearning are often resistant to create online courses, usually due to a lack of knowledge, and many of those who do dabble in eLearning tend to use the same pedagogical methods for their online training as their traditional instruction, even though replicating online the interactions, activities, and events that happen in the classroom is unreasonable and impractical.
Although online training shares many features with classroom training, it also has some unique attributes. The role of the instructor also differs. All these mean that learning and development professionals need to alter their teaching styles, learn new skills, use different methods, master design and development tools, and move away from a instructor-centered methodology to a learner-centered environment.
The following is a list of the main differences between classroom training and eLearning to help new professionals in the industry get started.
1) The Learning Context
The context in which online learning takes place is very different. In contrast to conventional classroom learning, online training is an individual activity even if learners are in a room with others carrying out the same tasks. Instructors must design courses with this online environment in mind; for instance, isolation makes it more likely that students will drop a course but proper motivation tactics and feedback can reduce this risk. Therefore, personalizing learning, which must include making the eLearning more human, is one important way to connect with learners online and avoid feelings of isolation.
In addition, the online medium creates a unique environment for teaching and learning: most importantly, the shifting time and pavoidlace of educational interactions. Deadlines are essential to avoid students falling behind.
2) Types of Media
Traditional teaching is limited to words and pictures, whereas with online training instructors have the opportunity to use a variety of media to tell stories, engage learners, and establish a relationship with students. For instance, audio and video are particularly useful for adding a human touch to a course. However, it is important to use media appropriately — content should always add value to the course and offer learners an experience they cannot get elsewhere.
Getting the visible message right is very as important in eLearning, if not more, than the instructional design and learning theory. Leaving it to chance isn’t wise. The elements of visible language in eLearning design include:
- Layout of the eLearning course features;
- Typography, including font styles and sizes;
- The color and texture of various elements;
- Signs, icons, symbols and pictures in the course;
- Animation or video;
- And the sequencing of features that result in storytelling.
These rules help achieve that purpose:
- Illustrations and animations can both improve learning, although neither is inherently more productive than the other.
- Audio in the form of narration can enhance learning, but background music can be distracting.
- Words and graphics for purely aesthetic reasons detract from learning.
Economize on features by only using as many elements as you need and eliminate extras, which distract learners. And ensure the message is communicated clearly by making it visually readable.
3) Social Dynamics
One of the main focuses on online learning is communication. Unlike in a traditional environment, interactions with other students and the instructor are only possible through discussion boards, chat, bulletin boards, and emails in online learning. Communication through these means is essential for effective eLearning because courses lack the face-to-face characteristics that allow students to form social bonds in classroom training.
To be successful, therefore, the instructor needs to be socially present, provide clear instructions as to how students should participate in discussions, and be ready to intervene if discussions are inappropriate or not occurring. This will help an online class form a community and avoid turning learning into an individual process.
For further information on social dynamics in eLearning environments, read this article: 3 Types Of Interactions You Should Be Sustaining in eLearning
4) Time
One minute of classroom time does not equal one minute of online training. The same subject covered by an eLearning course typically takes between 25 and 60 percent of the hours needed for traditional learning due to a lack of logistics and more condensed modules.
However, courses almost always span over a longer period of time; for instance, whereas a traditional course with 16 hours of content may cover two days of classes, an eLearning course may run for two hours a day over one week. eLearning developers should remember that it is always best to chunk content into smaller parts — three 90-minute classes are better than a single 4.5 hour continuous session.
Bite-sized eLearning courses, unlike the traditional classroom training sessions, focus on meeting the needs of modern learners. It enables them to access small chunks of information at their fingertips, anytime and anywhere. No more lengthy lectures. And no more rigid schedules. People can now learn on their spare time and learn only what they're interested in.
5) Mediums
Instructors cannot simply transfer material from classroom settings to the Internet. Although objectives may be the same, delivery and interactions are very different. Content needs adapting for an online environment through a new agenda, flow, visuals, and activities. Adapting content for the online environment also gives eLearning developers the chance to reexamine the design of their courses and reconsider curriculum strategies.
Recommended article: The DIY Guide to Converting Existing Content into an eLearning Course
6) Written Content
Writing for the web is a different skill from creating material for classroom instruction. Developers should bear in mind that users typically scan pages, and they can accommodate for this by using punchy headlines, bold or highlighted text, subheadings, lists, and chunking content into short paragraphs. The following tips can help to create effective written content:
- Tone. As learners rely on the written word in online training, it is important for instructors to ensure they get their meaning across.
- Clarity. Content must be as clear and concise as possible; it is impractical to expect the instructor to clarify instructions. One of the best ways to test for clarity is to read aloud and listen to the flow. Even better, instructors can read content to another person.
- Brevity. Content should be as concise as possible to avoid important points becoming lost in the text.
- Avoid tangents to avoid wasting learners’ time.
7) New Language
Trainers need to become familiar with a range of online tools and infrastructures including Learning Management Systems and Content Management Systems.
Also they need to become familiar with these eLearning design terminology.
Here are also some of the commonly used eLearning vocabulary every industry professional new to eLearning should know.
