Developing eLearning courses to make learning and training programs successful is nowadays a current hot topic. Does it offer quality of learning? Does it improve consistency in studies?
It is an exciting part in the world of eLearning which is full of digital trends, innovative ideas, learning techniques to make learners engaged, motivated, and stay connected with the courses.
Developing eLearning courses to make learning and training programs successful is nowadays a current hot topic. eLearning courses are best known for their high degree awareness, self-actualization, Learner’s convenient, Scalability, Effectiveness, reduced cost, consistency, quick delivery of lessons, and much more.
For example, if a course is heavy on information and light on interaction, OR light on information and heavy on interaction. Does it offer the quality of learning? Does it improve consistency in studies?
Regardless of informative and interactive, both share equal prominence in eLearning either respective or irrespective of user. Hence, quantifying them is simply, debatable.
Well, this article outlines how an informative and interactive approach makes up to give effective, attractive, and engaging eLearning course development.
- Informative Approach
This informative approach is like the traditional method of learning which offers detailed learning through the modules (module 1, module 2, etc.,) to access the information easily.
Informative approach is merely, formal, non-interactive that pushes the information to the learners; therefore can also be named as push-approach. Many eLearning courses rely on heavy content with little or no interaction to make the course appealing, quicker, informative, and cost-effective…
For complete post visit:
I don’t care about titles at all, my unique goal is to offer some help to make assets for learning more efficient. After a long career as trainer, coach, ‘teacher’ on all levels, for all types of topics (flute playing, building techniques, project management and applications), my conclusion is that the ‘learners’ are my first priority. Don’t like big terms like expert but in my present consultancy and training jobs, want to be treated as a professional. If a client doesn’t accept to go along with my views on interactivity in learning, I will not even accept a proposed job. It is very rare that a real analysis of the learner’s attitudes and skills has been done, probably because of budget reasons. Pure informative courses are contradictory with the word ‘learning’ and the use of great tools like Captivate and its siblings from Adobe.
My complaint about ‘no answers’ originated in the fact that I see this community being reduced to a depository or articles and videos, occasionally some questions which are often posted here and in the Adobe forums, but labeled here (cynically?) as ‘discussions’. Have spend lot of hours writing articles, creating tutorials, answering questions and commenting on blogs. However I feel more and more like an ‘hermit’ in the desert… far away from a community.
Thank you. Great article.
In most theoretical articles like this one, I always miss the real educational voice. Having been a teacher/trainer since decades, and having adopted several new innovative methods, I am now mostly in eLearning. When will all those theories listen to the real educators? Where are your sources, and practical examples? Theories like learning styles and similar came and went. How can you doubt the importance of interactivity in any learning, no matter the way of deployment?
No answer…. as usual. What is the goal of a community if bloggers do not even take time to answer comments. Feeling frustrated…
Hi Lieve,
We are privileged to receive comments on our article from the top contributor of the community.
This article is based on our real experience from our stakeholders’ requirements. There is no doubt that we can apply interactivity in any type of learning, but the application of interactivity purely depends on the particular group of learners (age, job role, etc).
You must be logged in to post a comment.
