Ch 5 support materials

Chapter review and discussion questions: Guidelines

Please note that these answers are purely guidelines and not full answers.

1. What is the difference between synchronous and asynchronous e-learning and give examples of
each.

See the relevant section in the chapter

Synchronous e-learning requires of all participants to be engaged in the learning programme at the
same time. Asynchronous e-learning allows participants to engage in the learning programme at a time
that is suitable to each individual, instead of at the same time. Self-paced e-learning is an example of
asynchronous learning, while facilitated e-learning is an example of synchronous e-learning.

2. How does e-learning programme needs analysis differ from needs analysis for face-to-face
learning programmes?

See the relevant section in the chapter

The proposition of e-learning requires additional needs analysis before the decision is made to develop
and implement an e-learning programme. In addition to the learning outcomes that should inform the
delivery method, the learners’ competence (ICT literacy) regarding and access to the technology
involved should be considered carefully. In addition, the LMS being utilised and system technological
requirements have to be taken into account. The initial investment in the technology to implement and
support the e-learning programmes should be investigated carefully in order to ensure that a learning
management system that is up to date and can easily be adapted to changing demands is utilised. In
addition, the limitations of the required learning management system (LMS) should be evaluated within
the context of the learning content to be delivered. Lastly, an analysis of the stakeholders that will be
involved in the e-learning programme design should be made. The development and implementation of
an e-learning programme requires the involvement of a learning materials developer, a graphic
designer, a content matter expert, an editor, a project sponsor, a technical expert who can translate and
transfer the learning content in the correct way into an e-learning programme that addresses the
identified needs, and a quality expert to ensure that the content is at the required level and of the
required standard. Some e-learning courses also employ a narrator when needed.

3. Why is it particularly important to investigate the characteristics of participants in e-learning

programmes prior to learning design?

See the relevant section in the chapter

Knowledge of the participants in the learning is essential. Since interaction between the participants and
the facilitator is limited, even in synchronous e-learning, the developer of the learning content should be
conversant with the participants’ levels of competence as regards technology as well as the learning
content. A clear differentiation should be made between novice learners and advanced learners

4. What are the requirements of a template that encourages participation without confusing or
overstimulating the participants?

See table 5.5 and Figure 5.4

E-learning content is developed using a template, similar to the templates one finds in the Microsoft
PowerPoint option in the MS Office package.

The e-learning content development application used will determine how the template is developed.

The template should be simple to navigate, ensure that participants can easily read the text and retain
their attention.

The navigation options and instructions should be clearly explained in order to avoid frustration.

The e-learning template should be consistent in order to ensure that the learners’ attention is retained
and to avoid frustration.

The template used for conveying the course content should be uncluttered. Participants should
focus on the content and not be distracted by unnecessary decoration of the template.

Allow for sufficient white space on the template. White space indicates what is important in the
text, promotes improved design of the template and assists with participant comprehension of the
text.

Use meaningful images that support or complement the text. Images are valuable for facilitating
retention, but only when they are appropriate and communicate a message similar to that of the
text.

Be conservative with the use of colour. Colour is a significant factor in the design of visual learning
content. Various colours evoke diverse emotional reactions from participants. Preferably use quiet
background colours and darker colours for the text. Avoid creating a rainbow effect, simplicity is
best.

Be consistent in the various design elements. Use the same font type and colours for headings and
text, and use graphics that are similar in lay-out and sequence in order to avoid frustration on the
part of the participants. Use the same background theme and the same theme for navigating the
site.

Ensure that the visual impact of the template is sufficient to maintain participant engagement and
motivation.

Break up the content into manageable sections. Remember that not all relevant information can be
communicated on one template.

Avoid crowding the template. Ensure that only significant content is communicated in the text.
 Be aware of all areas of ambiguity and ensure that no ambiguity exists in the final design. Ambiguity
will lead to learner frustration and withdrawal from the course.

5. Which organisational supports are needed to ensure the successful implementation of e-

learning programmes and why are these supports necessary?

See the relevant section in the chapter

Financial support. Continued financial support for the development and revision of e-learning, as
well as for the technological upgrades that may be required, is essential in order to ensure the
success of e-learning programmes.

Organisational support in the form of support from senior managers, as well as support to apply
new knowledge in the work context.

Time to participate in e-learning is essential. Some organisations may provide flexible working hours
in order to accommodate e-learning.

Technological support. The technology on which the e-learning programme is hosted and accessed
should function effectively in order to avoid frustration.

Learner support from peers, technological experts and the learning facilitator is vital to ensure
continued engagement and successful completion of an e-learning programme.

Maintaining participant motivation through engaging, interesting and personally meaningful

learning material, assessments and interaction with peers.

6. What steps must be followed in designing an online learning programme?

See table 5.5

Design element Examples of relevant activities

Develop a storyboard
Use the following link to watch a video on
storyboard design:
https://www.youtube.com/watch?v=73Wbwxp3yC8
The storyboard serves as a guideline for
the team involved in the development and
production of the e-learning programme.
It indicates the content that should be
covered, how participants will be assessed,
which animations, rich media and other
resources will be required.
The storyboard provides an indication of
the technological support required in the
development of the learning programme,
as well as the support the participants will
need once the course is rolled out.
In addition, the storyboard provides an
early indication of the budget
requirements in order to develop and

Create a template. (See an example of a template in
Figure 5.4)
Chunk the learning content.
Engage participant attention.
implement the e-learning programme.
The learning outcomes developed after the
training needs analysis are used in the
storyboard to guide the development of
the learning programme.
E-learning content is developed using a
template, similar to the templates one
finds in the Microsoft PowerPoint option
in the MS Office package.
The e-learning content development
application used will determine how the
template is developed.
The template should be simple to navigate,
ensure that participants can easily read the
text and retain their attention.
The navigation options and instructions
should be clearly explained in order to
avoid frustration.
The e-learning template should be
consistent in order to ensure that the
learners’ attention is retained and to avoid
frustration.
The e-learning environment requires that
learning content should be broken down
into manageable chunks – pieces of
knowledge that focus on one element of
the subject matter to be mastered.
Learning content can be chunked
according to the learning outcomes that
were developed as a result of the training
needs analysis.
Prioritise the information to be
communicated in the learning programme.
Chunk screen-to-screen (or slide to slide)
– try to contain all the information
relevant to a specific chunk of information
on one screen or slide.
Use video clips, Infographics, diagrams,
animation or other visuals that will attract
the learners’ attention and pull them into
the learning material.
Ensure that participants’ attention remains
engaged throughout the learning
programme by periodically, and at
appropriate stages using a variety of the
relevant options.
Indicate the purpose of the learning programme and
the content learners will master. Learning
objectives are useful in this situation, but there is no
reason for offering all the learning objectives the
participants will master at this stage.
Assess the participants’ current knowledge of the
content.
Facilitate the learning process to guide participants
through the learning material
Utilise rich media to engage participants and aid
retention.
Provide practice opportunities
Draw a timeline or roadmap to indicate the
content learners will master in the learning
programme. A mind-map can also be
used. The narrative style and content to be
mastered will inform the specific artifact
used at this stage. Place the learning
objectives in a context that learners can
identify with.
Utilise a quiz, or a collaborative
discussion in order to establish learners’
prior knowledge. Gamification techniques
can be used fruitfully in all e-learning
assessment activities, depending on the
learning management system and the
amount of collaboration required in the
learning programme.
Gamification is useful to ensure continued
learner engagement and motivation.
Support is required for mastery of the
learning content.
Options to access explanations of certain
concepts are useful.
Indicate progress so that participants
remain motivated to continue and for
guidance.
Visual aids such as graphs, charts,
diagrams, photos and animations support
content explanation and comprehension.
Video and sound clips provide auditive
support.
Interactive learning features engage
participants in active learning and prevents
loss of interest.
Every learner supports implemented in the
learning programme should serve a
purpose. Avoid inserting graphs, charts
and pictures for their aesthetic value and
only use those that contribute to learning.
Allow learners to apply their new
knowledge throughout the learning
programme.
Develop practice opportunities that are
progressively more difficult and provide
proportionally limited support so that
learners can gain competence as well as
develop self-efficacy, self-management
 and self-directedness capacities.
Simulations and virtual reality activities
are useful for applying knowledge and
practicing new competence.
Reflective activities and recapping what
has been learnt using a quiz are useful
activities for practice.
Recapping activities, such as requiring a
one-sentence summary or using a quiz can
be used to identify participant knowledge
at specific intervals.
Provide sufficient, relevant and timely feedback Provide feedback after every practice
opportunity.
Feedback should be relevant, supportive
and motivate participants to continue with
the learning programme.
Assess participant progress and competence Implement appropriate assessments to
developed. determine learner competence
development.
Assessments should be aligned with
learning outcomes and should focus on
significant content.
Assessment can include collaborative
work and reflective activities in order to
cultivate deep learning.
Augment retention of content and transfer to the Elements that can assist with retention and
work context. transfer are checklists, examples from the
work context and opportunities to discuss
content with peers in collaborative
learning experiences.
Pilot the programme Pilot the e-learning programme on a
selected group of participants to identify
and solve any content, comprehension and
technical issues that may hamper mastery
of the learning material.
Evaluate the programme E-learning programmes should be
evaluated regularly in order to ensure that
the content is still applicable, useful and
up to date. In addition, links to video clips,
other online material (such as subject
matter expert blogs and professional
bodies) should be checked to ensure that
the links are still usable.

7. What are the advantages and disadvantages of online learning?

See table 5.4
Advantages
The flexibility of the e-learning design and
delivery model allows for easy revision as
training needs change
E-learning can reach a large number of
participants at a reduced cost
E-learning opportunities are accessible by a
geographically distributed workforce
The use of rich resources in e-learning design
allows for the provision of simulated
experiences that allows realistic practice and
contributes to deep learning experiences
Collaborative learning is possible when
collaboration opportunities are included in the
design of the learning programme
Employees develop technological competence
that is not necessarily available to them prior to
entering the workforce in developing
economies
Employees can schedule learning and
development for times that suit their lifestyles
and needs
Integration of the e-learning management
system with the knowledge management
system facilitate talent management and
retention
Employers can implement just-in-time training
opportunities
Compression of learning – the time taken to
deliver training programmes is reduced.
8. In which phase of the adoption of e-learning is the organisation where you are employed?
Support your answer with examples.
See figure 5.5
The implementation of e-learning opportunities in workplace contexts tend to follow three phases,
namely the initial need to adopt e-learning, the need to build competence in e-learning development
and the need to support learning opportunities, irrespective of the delivery method and learning
context.
Disadvantages
E-learning is not appropriate for all learners
and/or or learning contexts
The initial investment in the technological
backbone of an e-learning system is substantial
and often under-estimated by organisaitons
It is difficult to ensure the authenticity of the
participation, particularly where certification is
concerned
The development of e-learning is more
expensive than the development of traditional
training programmes, although cost savings are
achieved once the development is completed
Not all employees possess the necessary
technological competencies to use e-learning
effectively
E-learning requires well developed self-
directed learning competence, self-motivation
and organisation capacity, which cannot be
assumed to be present in all employees
Unless the learning programme is developed to
incorporate collaborative experience,
participants can feel alienated
The effectiveness of e-learning in workplace
learning has not yet been established
Maintaining learner engagement may be
challenging, but can be addressed through
development of learning programmes
During the first stage, organisational learning and development (L&D) professionals realise the benefits
of offering e-learning opportunities, but are not fully informed of the technological requirements and
the new competencies required by the L&D professionals in order to produce the required e-learning
content. E-learning programmes and technological support is investigated and implemented in this
phase. The second phase is one of realisation. L&D professionals that technologically delivered learning
opportunities require a different approach to the design of the learning material and a consideration of
the technological expertise and capacity for self-directed learning of the intended participants. At this
stage, L&D professionals start investigating the learning theories that support and inform the
development of e-learning content. In the third phase of e-learning, L&D professionals have come to
understand that the role of e-learning (and training and development in general) is to support employee
learning in various ways, for example by supporting knowledge dissemination, informal learning
experiences and formal learning experiences alike.

Based on recent research findings, it is necessary to include a fourth stage, namely that of continued
support in terms of financial support, technological upgrades and re-development required by changing
needs and technological requirements. Students’ answers and examples will differ according to their
own experiences.

9. Which barriers to e-learning can you identify in the organisation where you are employed? How
can these barriers be addressed?

See the relevant section in the chapter

Adult learners may be willing to participate in learning expriences that they find personally meaningful
and which they can control to a greater or lesser degree. However, the designers of learning experiences
for adult learners should take heed of the factors that create barriers for successful adult learning.
Incorporating factors that will break down the barriers to successful learning are of particular
importance in e-learning, since the retention and completion rate of e-learning opportunities are low.

Senior managers in organisations frequently display resistance to e-learning, consequently influencing

subordinates’ attitudes towards e-learning. Senior managers should be the front-runners in the adoption
and support of e-learning in order to motivate employees to utilise the e-learning opportunities offered
by the organisation. Furthermore, technology can create a barrier to e-learning in an organisation. E-
learning relies on dependable, stable internet connectivity and technical support when required in order
to support the flexibility of the learning opportunity. An e-learning context is highly complex and
requires the development of employees’ technical competence in order to ensure successful
implementation and a positive impact on employee and organisational performance. Inadequate
financial support of the required technological infrastructure can create a huge barrier to the successful
implementation and continued utilisation of e-learning in organisations. Funding of required upgrades in
technology when required is paramount in ensuring success.

Individual internal characteristics can create barriers to the learning of adults. Motivation plays a vital
role in learning, an unmotivated adult who does not see the personal benefit of a learning experience
will learn with difficulty. In addition, adult learners fear failure and can easily be influenced negatively by
a learning experience, learning material that is difficult to navigate and negative feedback from the
facilitator. Students’ answers may differ depending on their individual experiences.

Multiple choice questions

1 Which one of the following is an example of self-paced e-learning?

(a) A learning programme that requires participants to work in groups.

(b) A learning programme where the facilitator provides input on a daily basis.

(c) A learning programme where the participant can decide when and where to participate.

(d) A learning programme where the participants work individually and in various groups.

The correct option is (c). All the other options are examples where participants are provided with
guidance by a facilitator or have to work with peers.

2 Which one of the following is a reason to utilise blended learning?

(a) It provides opportunities for learning at an individual learner’s pace and time.

(b) It is a learning environment that is rich in interaction and collaboration.

(c) It provides the facilitator with more control over the learning environment and learning content.

(d) Increases collaboration between participants and creates a rich learning environment.

The correct option is (d). Blended learning increases collaboration between participants while at the
same time creating a rich learning environment.

3 What is an e-learning model called that uses e-learning content supported by written material?

(a) adult learning

(b) material-intensive learning

(c) learning management system

(d) flexible learning

The correct option is (b). Material-intensive learning uses e-learning or online content that is supported
by written material and augmented with digital resources.

4 Which of the following is a characteristic of the passive-independent social collaboration

preference?

(a) They respond to the ideas and opinions of others.

(b) They bring a new perspective to the interaction.

(c) They comment on the points of view of others.

(d) They prefer to keep their ideas and opinions to themselves.

The correct option is (d). Participants with a passive-independent social collaboration preference do the
following:

Avoid regulation of other members.

Prefer to work on their own, independent from other group members in completing the task. Act as an
impartial observer of the group’s ideas and debates and tend to focus on other members’ responses and
comments rather than contributing their own ideas.

Slow to catch up with the group debate and tend to be the last one to make any contributions.

Find it difficult to participate in collaborative social activities and would rather prefer to keep their ideas
and viewpoints to themselves.

5 Which of the following is a characteristic of an e-learning ecosystem?

(a) It grows and evolves by using input from the participants in the ecosystem.

(b) It is an open, adaptive system that consists of diverse dynamic and interdependent elements.

(c) It addresses individual internal learner characteristics that create barriers to adult learning.

(d) It comprises knowledge of the technological requirements for an e-learning design and
implementation platform.

The correct option is (a). The technological ecosystem is allowed to evolve and grow by using input from
the participants in the ecosystem. A learning ecology, on the other hand,. The diversity contributes to
the adaptability of the learning ecology, making it a both a powerful learning tool and driver for change