When creating an eLearning course, locked navigation is a frequently used feature. While it’s designed to ensure that learners engage with every section of the course, it can sometimes lead to unintended negative outcomes. A primary reason instructional designers choose locked navigation is to prevent learners from skipping essential content. This is particularly important in compliance training, where covering specific material is mandatory. By limiting the ability to fast-forward or bypass sections, locked navigation ensures that learners at least view all necessary information. In highly regulated fields like healthcare or legal training, where course completion is critical, this level of control is crucial. 

However, while locked navigation can be beneficial in some cases, it often results in frustration and disengagement, especially among adult learners. In this blog, we’ll discuss why locked navigation may not be the best approach and how it can negatively impact the learning experience. 

1. Learning can’t be forced

One of the core reasons locked navigation fails is that learning isn’t something you can impose. Locking the navigation creates a rigid structure that forces learners to consume the content at a predetermined pace, rather than allowing them to explore the material in a way that suits their learning preferences and needs. For instance, in compliance training, a learner might already be familiar with some parts of the content. Locking them into a linear, non-by passable path makes them feel frustrated, leading to disengagement rather than deeper learning. 

Effective learning happens when learners are motivated to engage with the content—not when they are forced to sit through slides. By locking navigation, course designers often focus on ensuring that learners view all content rather than ensuring the content is genuinely valuable. If the course is designed well, the learners will want to engage with the material because of its relevance, not because they are forced to. 

2. Locked navigation fosters resentment

When learners encounter locked navigation, it can foster resentment toward the course. This is especially true for employees who must complete mandatory training. Instead of motivating learners to absorb the content, locked navigation sends a message that they cannot be trusted to manage their own learning journey. 

A key principle in adult learning theory is the importance of autonomy. Adults are self-directed learners, and they thrive in environments that treat them with respect. Locked navigation implies a lack of trust, which can diminish learners’ motivation to engage with the material. As a result, learners may tune out or rush through the course without really absorbing the information. 

3. Seeing isn’t learning

One of the biggest myths in eLearning is that simply exposing learners to content guarantees learning. Just because learners watch a video or view all the slides doesn’t mean they have understood or retained the material. In fact, locked navigation can create passive learners who are simply waiting for the “Next” button to appear. 

True learning requires active engagement, reflection, and critical thinking. Learners need to be able to control their journey, revisiting sections they found challenging or skipping parts they are already familiar with. When learners are given control over their pace and path, they are more likely to engage deeply with the content and retain the information in a meaningful way.    

4. It discourages thoughtful course design

Locking navigation often leads to a lazily designed course. When designers assume that learners must follow a specific path, they might not invest time in creating engaging, interactive, and learner-centered experiences. Instead, the focus is often on simply converting a PowerPoint presentation or compliance deck into a linear, “click-through” eLearning format. This results in dull, uninspiring courses that do little to promote critical thinking or problem-solving. 

Unlocking navigation encourages instructional designers to think more creatively about course structure. Techniques such as branching scenarios, case studies, and simulations allow learners to explore different paths and make decisions based on their knowledge and experience. This non-linear approach is much more aligned with how adults learn in real-world situations. 

5. It ignores prior knowledge

One-size-fits-all eLearning doesn’t work, particularly in environments where learners come in with varying levels of expertise. Locked navigation ignores the diversity of learners’ prior knowledge, assuming that all learners need to consume the same information in the same order. This can be incredibly frustrating for learners who are already proficient in some areas but are forced to sit through material they already know. 

The image below highlights the absence of a Skip button, illustrating how learners are compelled to go through all the material in a fixed sequence.  

By allowing learners to skip ahead or review sections at their own pace, you create a more personalized learning experience. Learners can focus on areas where they need the most support, while those with more experience can bypass content that isn’t relevant to them. This flexible approach respects learners’ autonomy and encourages them to take ownership of their learning. 

The image below demonstrates the presence of a Skip button, allowing learners to navigate sections at their own pace. This feature enables learners to focus on areas where they need the most support, while those with more experience can bypass content that isn’t relevant to them.  

Conclusion 

Locked navigation is valuable in eLearning for ensuring compliance and course completion, especially in regulated industries where covering all material is essential. However, for adult learners who value autonomy and self-paced learning, it can feel restrictive. The key is to strike a balance by using locked navigation where necessary, while also designing engaging content that motivates learners to progress naturally. This approach respects learners’ preferences while meeting organizational needs.