Items Description of Module

Subject Name Human Resource Management

Paper Name Training and Development
Module Title e-learning Part-I
Module Id Module no.-36
Pre- Requisites Concepts and principles of e-learning.
Objectives To understand about merits and demerits and types of e-learning
Keywords CBT, WBT, ODL, IM, ILT
 Quadrant -1

1. Module 36: e-learning Part-I

2. Learning Outcome
3. Introduction to e-Learning
4. Growth of e-learning
5. Why e-learning
6. Pitfalls in scaling up e-learning
7. Types of e-learning
8. Mobile Technology and Training Methods
9. Technology enhanced learning
10. Summary

1. Module 36 : e-learning Part-I

2. Learning Outcome:

After completing this module the students will be able to:

 Understand the meaning of e-learning
 Delineate merits and demerits of e-learning
 Explain different types of e-learning
 Decide what type of E-learning method is suitable as per their requirement

3. Introduction to e-Learning

E-learning is commonly referred to the intentional use of networked information and communications
technology in teaching and learning. E-learning or online learning refers to instruction and delivery of
training by computer online through the Internet or the Web. A number of other terms are also used to
describe this mode of teaching and learning. They include online learning, virtual learning, distributed
learning, network and web based learning. Fundamentally, they all refer to educational processes that
utilize information and communications technology to mediate asynchronous as well as synchronous
learning and teaching activities. On closer scrutiny, however, it will be clear that these labels refer to
slightly different educational processes and as such they cannot be used synonymously with the term e-
learning.The term e-learning comprises a lot more than online learning, virtual learning, distributed
learning, networked or web-based learning. As the letter “e” in e-learning stands for the word
“electronic”, e-learning would incorporate all educational activities that are carried out by individuals or
groups working online or offline, and synchronously or asynchronously via networked or standalone
computers and other electronic devices.
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E-learning includes Web-based training, distance learning, and virtual classrooms; it may involve a CD-
ROM. There are three important characteristics of e-learning.
1. First, e-learning involves electronic networks that enable information and instruction to be
delivered, shared, and updated instantly.
2. Second, e-learning is delivered to the trainee using computers with Internet
technology.
3. Third, it focuses on learning solutions that go beyond traditional training. E-learning goes
beyond training to include the delivery of information and tools that improve performance.

a. Individualized self-paced e-learning online refers to situations where an individual learner is

accessing learning resources such as a database or course content online via an Intranet or the Internet. A
typical example of this is a learner studying alone or conducting some research on the Internet or a local
network.
b. Individualized self-paced e-learning offline refers to situations where an individual learner is using
learning resources such as a database or a computer-assisted learning package offline (i.e., while not
connected to an Intranet or the Internet). An example of this is a learner working alone off a hard drive, a
CD or DVD.

c. Group-based e-learning synchronously refers to situations where groups of learners are working
together in real time via an Intranet or the Internet. It may include text-based conferencing, and one or
two-way audio and videoconferencing. Examples of this include learners engaged in a real-time chat or an
audio-videoconference.

d. Group-based e-learning asynchronously refers to situations where groups of learners are working
over an Intranet or the Internet where exchanges among participants occur with a time delay (i.e., not in
real time). Typical examples of this kind of activity include on-line discussions via electronic mailing lists
and text-based conferencing within learning managements systems.

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4. Growth of e- learning
E-learning is a major trend and the most rapidly growing segment of the training enterprise, with an
increasing number of organizations adopting e-learning (Simmons, 2002; Taylor Nelson Sofres [TNS],
2001) as an alternative training delivery mode. According to a survey by the American Society for
Training and Development (ASTD, 2001), 52 percent of the courses were being offered either via an
Intranet or over the Internet, reflecting a trend towards increasing use of Web-based training technology
in organizations. There are several driving forces behind the growth of e-learning:
 Technological advances such as computers, the Internet and the World Wide Web
 To meet the changing demands of consumers and customers
 Demand for life-long learning
 To improve employees’ performance
 Potential to cut costs, lower employee turnover, and raise profits
 Potential to cut training costs
 Potential to reach more trainees and sidelined populations
 Potential to deliver just-in-time training
 Access to expertise and resources irrespective of distance
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The growing interest in e-learning seems to be coming from several directions. These include
organizations that have traditionally offered distance education programs either in a single, dual or mixed
mode setting. They see the incorporation of online learning in their repertoire as a logical extension of
their distance education activities. The corporate sector, on the other hand, is interested in e-learning as a
way of rationalizing the costs of their in-house staff training activities. E-learning is of interest to
residential campus-based educational organizations as well. They see e-learning as a way of improving
access to their programs and also as a way of tapping into growing niche markets. The growth of e-
learning is directly related to the increasing access to information and communications technology, as
well its decreasing cost. The capacity of information and communications technology to support
multimedia resource-based learning and teaching is also relevant to the growing interest in e-learning.
Growing numbers of teachers are increasingly using information and communications technology to
support their teaching. The contemporary student populations (often called the “Net Generation”, or
“Millennials”) who have grown up using information and communications technology also expect to see
it being used in their educational experiences. Educational organizations also see advantages in making
their programs accessible via a range of distributed locations, including on campus, home and other
community learning or resource centers.

5. Why E-Learning?
There are many advantages of e-learning. E-learning is accessible at any time and place, updating is
easy, learning is enhanced through multiple media, paperwork can be eliminated, and it can link learners
to other content, experts, and peers. Other advantages are:

 High retention of learning as conventional class room, instructor driven models have
demonstrated lesser retention
 Highly cost-effective
  Very convenient to organize
 Replicable
 Scalable

6. Pitfalls in scaling up e-learning

“Technology, in sum, is both friend and enemy.”

Many organizations have embraced e-learning but not all organizations have done so because there are
significant trade-offs involved. Despite this level of interest in e-learning, it is not without constraints and
limitations. Following are the reasons which limit the use of e-learning:

 The fundamental obstacle to the growth of e-learning is lack of access to the necessary
technology infrastructure, for without it there can be no e-learning. Poor or insufficient
technology infrastructure is just as bad, as it can lead to unsavory experiences that can cause more
damage than good to teachers, students and the learning experience.

 While the costs of the hardware and software are falling, often there are other costs that have
often not been factored into the deployment of e-learning ventures. The most important of these
include the costs of infrastructure support and its maintenance, and appropriate training of staff to
enable them to make the most of the technology.

 Lack of awareness about e-Learning benefits

 Adequate bandwidth and internet access even though Internet connectivity is changing rapidly
 Lack of trained and qualified resources is also one of the limitations.
 Lack of motivation among employees to learn online.
 Lack of management buy-in.
 Lack of employee internet access.
 Lack of proof concerning return on investment.
 Lack of high-quality content.

E-learning barriers are similar to diseases, which can only be cured by finding their root cause and
prescribing appropriate medication. Recognizing barriers and using the barrier reduction strategies should
assist organizations already engaged in or planning for e-learning.

7. Types of e-Learning

In Instructor led learning an instructor stands at the front of the class and, through a mixture of slides,
discussions, demonstrations, handouts, transfers knowledge to the students present in the classroom. The
staple of the education system for centuries, it is still undeniably the best knowledge transfer system for
some purposes. For instance, teaching a "soft skill" like interviewing techniques or speaking skills.
However, its cost effectiveness as a means of teaching "hard skills" (such as software application training)
is debatable. Now with the change in time and technology latest methods with the aid of gadgets have
been in vogue along with the traditional ILT method. They are:

I. Computer Based Training (CBT)

II. Web Based Training (WBT)
III. Interactive Multimedia (IMM)
IV. Online Distance Learning (ODL)
V. Electronic Performance Support Systems (EPSS)
A detailed description of the above e-learning modes is given below. Electronic Performance Support
Systems (EPSS) will be discussed in next module.

I. Computer Based Training (CBT)

omputer-based training (CBT) is an interactive method of delivery, including interactive video, CD-
ROM and others, in which the computer provides learning stimuli, the learner must respond, and the
computer then assesses the responses and provides feedback to the learner. The most common form of
CBT is software on a floppy disk that runs on a personal computer, but movement is toward using the
Internet which has far more options. CD-ROMs and DVDs use a laser to read text, graphics, audio, and
video from an aluminum disc on a personal computer, to be used alone as the method of delivery or in
conjunction with other methods. A laser disc uses laser to provide high-quality video and sound.
Interactive video combines the advantages of video and computer-based learning (typically on CD-
ROM) to teach technical procedures as well as interpersonal skills. Training material is presented one-
on-one to trainees via monitors connected to keyboards; trainees interact with the program by using the
keyboard or touching the monitor. Employees can control what sections of the training program they
view; they can skip around and can review material as needed. Immediate feedback is built into the
system and the material is accessible at all times. The development of the program and the equipment
needed are expensive, but the cost should be offset by savings in the long run.

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Benefits of CBT
CBT increases both productivity and learning. Significant productivity gains are generated with CBT
because it is extremely flexible. Classroom training requires a trainer, a room, materials and enough
learners to make the training worth the investment. With CBT, each learner can access training exactly
when it's needed at a time and location convenient for that particular learner. CBT also takes less time
than classroom training. Some studies have shown it to reduce training time per learner by 40-60
percent. Most CBT programs enable the training to be customized to meet a particular learner's needs.
Another reason for CBT's efficiency is that people learn at different speeds. In a classroom, everyone
proceeds at the same speed (usually determined by the trainer), but with CBT, learners can work through
training at his or her own pace. The productivity gains realized with CBT don't require that learning and
retention be sacrificed; in fact, learning retention is typically higher with CBT than it is with classroom
training. One reason for the increased retention is that learners don't feel embarrassed to spend extra time
on topics more difficult for them.

Pre-considerations before launching CBT

Provide a face-to-face introduction to the training either one-on-one or in groups to demonstrate supports
for the training and to convey a sense of importance in developing new knowledge, skills and behaviour.
 Set a deadline for learners to complete the training. The deadline should convey a sense of urgency. In
other words, don't give people too much time to complete a program. Review the key points of the
training with employees, either one-on-one or in a group, once they've completed the training. Ensure
that learners have opportunities to immediately use the skills gained in their jobs, and follow up with
them one-on-one to review how they're progressing. Make the training available to learners as a refresher
even after they've completed it.

Forms of Computer Based Training

The simplest form of CBT might be a PowerPoint presentation on a CD-ROM. A Participant can then
read through as much or as little as needed, and whenever it is convenient and/or appropriate. But static
content such as PowerPoint slides barely scratches the surface. A well designed CBT includes any
combination of the following:
 audio clips
 video clips
 application simulations
 pre-testing
 mastery tests
 certificates of completion

7.1.2 CBT Training Methods

Programmed Instruction (PI):

PI is a method of self paced learning managed by both the trainee and the learning system.CBT
applies PI techniques within a computerized format to create the learning experience. PI can
come in book, tape, interactive video or other formats. PI is the process of leading a trainee
systematically through new information in a way that facilitates the most efficient learning.At its
most basic level PI provides the trainees with information, asks a question and based on the
response, goes to the next bit of information.

Intelligent Tutoring Systems(ITS)

Intelligent Tutoring Systems (ITSs) are instructional programs that use artificial
intelligence. ITS is a more sophisticated form of PI.The five components of ITS are:
a.Domain expert: providing information about how to perform a task.
b. Trainee model: providing information about trainee’s knowledge.
c User interface: trainee interacts with the system.
d. Training session manager: interpreting trainees’ actions, reporting the results and providing
coaching.
e. Trainee scenario generator: determining difficulty and order in which problems are
presented to trainee.
. ITS is unique from other new training technologies because:
a. ITS can match instruction to individual student needs.
b. ITS can communicate with and respond to learners.
c. ITS can model the trainee’s learning process.
d. ITS can decide, based on the trainee’s previous performance, what information to
provide him/her.
e. ITS can make decisions about the trainee’s level of competence.
f. ITS can complete a self-assessment resulting in modifications of the learning
process.
 Simulations
Simulators were introduced as a traditional training method in software and
computer technology has improved the learning and transfer that can result from
simulators. Advantages of simulators are:
 Eliminates the need to travel to a central training location.
 Meaningful and get trainees involved in learning.
 Emotionally engaging, increasing employees’ willingness to practice,
encourages retention, and improves their skills.
 Provide a consistent message of what needs to be learned
 Can safely put employees in situations that would be dangerous in the real world.
 Have been found to result in such positive outcomes as shorter training times
and increased return on investment.

Disadvantages of simulators:
o Limited use due to their development costs.
o Trainees may not be comfortable in learning situations that have no human
contact.

Virtual Reality is computer-based technology that immerses trainees in a three-

dimensional learning experience, moving through and interacting with a simulated
environment. Multiple senses of the trainee are stimulated to create the sensation of
presence, or the perception of actually being in a particular environment. Presence is
influenced by the amount of sensory stimulation, control over the sensors in the
environment, and the trainees’ ability to alter the artificial environment.

Advantages of virtual reality include that it allows the trainee to practice dangerous tasks
without putting him/herself or others in danger; the ability to very closely replicate the work
environment; and the realistic, 3-D environment maximizes learning and transfer by freeing
more memory. Virtual reality training is especially effective for complex tasks or tasks that
involve high use of visual cues. Disadvantages include the reliance on good equipment for the
appropriate level of presence. Poor presence (e.g., poor tactile feedback and long time lags
between sensing and responding to trainees’ actions) can be annoying and can even make the
trainee feel ill, e.g., vomiting, dizziness, and headaches (“simulator sickness”) due to the
distortion of senses.

II Web Based Training (WBT)

The Internet is a fast and inexpensive means of sending and receiving communications worldwide, and
an excellent source of information on a vast number of topics. The World Wide Web (WWW) is a
service on the Internet that can be explored via browser software. Internet or Web-based training refers
to training delivered via public or private computer networks and displayed by a Web browser.
Intranet-based training is delivered via the company’s own computer network. Several features can be
built into online learning which include collaboration and sharing, links to resources, learner control,
delivery, and administration. Advantages of e-learning supports company’s business strategy and
objectives; accessible at any time and place; wide audience; can include geographically dispersed
employees; can be delivered faster and to more employees; easy updating; positive features of a
learning environment can be built in; learning can be enhanced; elimination of paperwork; and can link
learners to other content, experts, and peers.

III.Interactive Multimedia (IM)

Multimedia training is a training delivery method that combines audiovisual and computer-based
training methods, integrating text, graphics, animation, audio and video to allow the trainee to interact
with the content. Multimedia training is used most often for software and basic computer skills
training, but managerial skills and technical training also occurs via multimedia. Advantages include
motivating employees to learn; providing immediate feedback and on-line help; testing employees’
level of mastery; and allowing employees to learn at their own pace. Disadvantages include the high
cost (which should be recovered in savings over time) and the difficulty in using it for “soft” or
interpersonal-type skills. Employees’ reactions to multimedia have been positive, but little data exists
regarding its effectiveness for learning and transfer.

IV.Online Distance Learning

Distance learning allows two-way communication between geographically dispersed people

through two types of technology. First, it includes teleconferencing which means synchronous
exchange of audio, video and/or text between two or more individuals or groups at two or more
locations. Trainees attend training programs in training facilities in which they can
communicate with trainers (who are at another location) and other trainees using the telephone or
personal computer. The other type involves individualized, personal-computer-based training
with trainees participating wherever they have access to a computer. This may utilize
multimedia methods such as Web-based training. Video teleconferencing involves using a
telephone link so that trainees can view a presentation and call in questions and comments to the
trainer. Webcasting involves classroom instructions that are provided online through live
broadcasts. Advantages of distance learning include that the company saves on travel costs
because all trainees don’t have to be in one location to receive quality training. Disadvantages
include the relatively low level of interaction between the trainer and trainees and among
trainees at different locations that sometimes occurs

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Online Distance Learning : Development Context

 Professional Development
 Professional development is no longer just an emerging corporate requirement. It has become the
individual's responsibility as well. In order for professionals to maintain their competitive
advantage, they must find a way to quickly master every new development in their field.
 Market Dynamics
Scalability has become a major priority for educational institutions. ODL enables colleges to
increase enrollment without expanding physically by offering courses to anyone anywhere. This
also allows colleges to enrich their branch campus offerings more cost-effectively by drawing
more fully on the expertise of the parent university.
 Revenue Generation
With businesses looking to cost-effectively deliver more expert and diversified training for their
employees, corporate training programs are being subcontracted to higher education institutions.
The globalization is also creating new opportunities. For instance, the Wharton School of
business at the University of Pennsylvania recently announced an alliance with INSEAD, one of
the premier international business schools, with campuses in France and Singapore. They will
serve the global business community with TM technology enabled learning" making up a
fundamental part of their program development and delivery plans.

8. Mobile Technology and Training Methods: IPODs, PDAS

Mobile technology allows learning to occur anywhere at anytime. Mobile technology consists of
wireless transmission systems, mobile devices, and software applications. Mobile devices such as
personal digital assistants (PDAs), MP3 players, portable computers, iPods, global positioning system
(GPS) devices, and radio frequency identification chips (RFID). PDAs, MP3 players, portable
computers, and iPods are just starting to be used for training, for needs analysis, or as job aids that
employees can access on an as-needed basis. GPS and RFID devices are used for tracking customers and
employees.

Benefits of the iPod programs are:

a. Increased employee enthusiasm for learning.
b. Willingness by employees to take on new roles and broader job responsibilities.
c. Time savings over traditional learning methods.

Challenges of using mobile technology for learning include:

a. Ensuring that employees know when and how to take advantage of the technology.
b. Encouraging communication, collaboration, and interaction with other employees in
communities of practice.
c. Ensuring that employees can connect to a variety of networks no matter their location or mobile
device, software applications related to processing audio files, word processing, spreadsheets, Internet, e-
mail, and instant messaging.

9. Technology Enhanced Learning (TEL)

• The objective of TEL is to enhance the way students learn concepts, to enhance the learning
component and to reduce the tedious and mechanical aspects of some of the current learning
methods through the use of technology in a variety of forms:

• a) Computer applications include:

 – • Computer-Assisted Instruction (CAI) that uses the computer as a self-contained
teaching machine to present individual lessons.

– • Computer-Managed Instruction (CMI) that uses the computer to organize instruction

and track student records and progress. The instruction itself need not be delivered via a
computer, although CAI is often combined with CMI.

– • Computer-Mediated Education (CME) consisting of applications that facilitate the

delivery of instruction. Examples include networked classrooms, electronic mail,
discussion boards, real-time computer conferencing and World-Wide Web (WWW)
applications.

9.1The National Programme on Technology Enhanced Learning (NPTEL)

A project funded by the Ministry of HRD was first conceived in 1999 to pave the way for introducing
multimedia and web technology to enhance learning of basic science and engineering concepts.
Significant infrastructure has been set up earlier for production of video-based teaching material by IIT
and Technical Teacher Training Institutes (TTTI). In the first phase of the NPTEL project (June 2003-
2007), seven IITs and IISc have worked together to develop web and video based material for basic
undergraduate science and engineering courses in order to enhance the reach and quality of technical
education in the country

9.2 Electronic Enabled Training Office in Action: IGNOU

• DSIR funded project on E-Learning to IGNOU.

• Course is delivered through internet. Target group. –students, teachers & Professionals

• IGNOU faculty and other experts develop the course content for hosting on the website and
software experts will develop a prototype of generalised software package.

• Entire programme would be spread over a period of one month, 10 modules,8 hrs for each
module.

• In each module there is facility to record the information on activities such as time spent, no. of
attempts made to clear the activity. This activity related information will be encrypted and learner
will be asked to send the file for certification.

Summary
E-learning is not just a change of technology. It is part of a redefinition of how we as a species transmit
knowledge, skills, and values to younger generations of workers and students. Learners will have access
to millions or billions of knowledge modules. Some will be Web pages with simple text and graphics.
Others may include multimedia simulations. In many fields, e-learning has become the default way to
conduct training or to provide education. In this module we discussed different types of e-learning such as
CBT, WBT, IMM and ODL. This module throws light on how e-learning is impacting the workplace
learning of employees