Understanding E-learning as an effective tool for training w.r.t. Mc Donalds

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Project well-made.

“Understanding E-learning as an effective tool for training”

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Table of Contents:

Sr. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. Meaning and History

Topics

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Approaches to E-Learning services Types of E-Learning Characteristics of E-Learning – Components & Tools What are the Fundamentals of E-Learning? Advantages and disadvantages of E-Learning Why organizations prefer E-Learning? Tips for effectively benefiting from E-Learning programmes: Traditional Learning v/s E-Learning:

10. Case Study 1. McDonald's - Rapid E-Learning in Action 11. Case Study 2. Coast To Coast Commuting: San Diego to Tampa?

12. Conclusion 13. Websites visited

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Meaning:
E-Learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum. E-Learning is essentially the computer and network-enabled transfer of skills and knowledge. E-Learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-Based Training) have been used as synonyms to E-Learning. Today one can still find these terms being used, along with variations of E-Learning such as e learning, E learning, and E-Learning. The terms will be utilized throughout this article to indicate their validity under the broader terminology of E-Learning.

History:
In October 1999, during a CBT Systems seminar in Los Angeles, a strange new word was used for the first time in a professional environment – ?E-Learning‘. Associated with such expressions as 'online learning' or 'virtual learning', this word was meant to qualify "a way to learn based on the use of new technologies allowing access to online, interactive and sometimes personalized training through the Internet or other electronic media (intranet, extranet, interactive TV, CD-Rom, etc.), so as to develop competencies while the process of learning is independent from time and place". So the word itself is not that old. But what about the elements of E-Learning? The development of the E-Learning revolution arose from a number of other 'educational revolutions'. Four such revolutions cited by Billings and Moursund (1988) are: ? the invention of reading & writing; ? the emergence of the profession of teacher/scholar; ? the development of moveable type (print technology); ? the development of electronic technology. ? So the basic ideas, methodologies and didactical grounds are not new! Let's take a closer look of the main experts and milestones that were playing an important role in the history of E-Learning.

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Early learning aid: A Roman piece from a place near Trier - It dated from 200 A.C. and shows a school where the teacher is sitting in the middle and two students are sitting around him, reading a parchment role. At the right a student is arriving with his tablet on which he could write. This technique (writing slate) was used within European schools till around 1950. Dr. Marcel Mirande is mentioning in his book 'De onstuitbare opkomst van de leermachine' (The Unstoppable rise of the Learning machine) that the writing slate actually looks like, and maybe is, the equivalent of the modern laptop. He also states that the meaning and importance of the writing slates was very clear. It has to be used to develop writing skills. Nowadays we are still developing a clear and balanced view on the new learning aids like laptops. Mechanic testing machine:
Pressey Testing Machine (Exterior)

In the early 1920s Sidney Pressey, an educational psychology professor at Ohio State University, developed a machine to provide drill and practice items to students in his introductory courses. Pressey (1926) stated, ?the procedure in mastery of drill and informational material were in many instances simple and definite enough to permit handling of much routine teaching by mechanical means." The teaching machine that Pressey developed resembled a typewriter with a window that showed a question with four answers. The user pressed the key that corresponded with the Pressey Testing Machine (Interior) correct answer. When the user pressed a key, the machine recorded the answer on a counter to the back of the machine and revealed the next question. After the user was finished, the person scoring the test slipped the test sheet back into the device and noted the score on the counter. Now we see that this functionality is widely used in online systems like Question mark Perception. Testing and assessment can be perfectly done in an automated way. The Question mark Perception assessment management system enables educators and trainers to author, schedule, deliver, and report on surveys, quizzes, tests and exams. It can easy the assessment processes and improve the quality of questions and tests.

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Approaches to E-Learning Services:
E-Learning services have evolved since computers were first used in education. There is a trend to move towards blended learning services, where computer-based activities are integrated with practical or classroom-based situations. Bates and Poole (2003) and the OECD (2005) suggest that different types or forms of ELearning can be considered as a continuum, from no E-Learning, i.e. no use of computers and/or the Internet for teaching and learning, through classroom aids, such as making classroom lecture PowerPoint slides available to students through a course web site or learning management system, to laptop programs, where students are required to bring laptops to class and use them as part of a face-to-face class, to hybrid learning, where classroom time is reduced but not eliminated, with more time devoted to online learning, through to fully online learning, which is a form of distance education. According to Bates and Poole continuum, 'blended learning' can cover classroom aids, laptops and hybrid learning, while 'distributed learning' can incorporate either hybrid or fully online learning. E-Learning can describe a wide range of applications, and it is often by no means clear even in peer reviewed research publications which form of E-Learning is being discussed. However, Bates and Poole argue that when instructors say they are using E-Learning, this most often refers to the use of technology as classroom aids, although over time, there has been a gradual increase in fully online learning. 1. Computer-based learning Computer-based learning, (CBL) refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. Cassandra B. Whyte researched about the ever increasing role that computers would play in higher education. This evolution, to include computersupported collaborative learning, in addition to data management, has been realized. The type of computers has changed over the years from cumbersome, slow devices taking up much space in the classroom, home, and office to laptops and handheld devices that are more portable in form and size and this minimalization of technology devices will continue. 2. Computer-based training Computer-based trainings (CBTs) are self-paced learning activities accessible via a computer or handheld device. CBTs typically present content in a linear fashion, much like
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reading an online book or manual. For this reason they are often used to teach static processes, such as using software or completing mathematical equations. The term Computer-Based Training is often used interchangeably with Web-based training (WBT) with the primary difference being the delivery method. Where CBTs are typically delivered via CD-ROM, WBTs are delivered via the Internet using a web browser. Assessing learning in a CBT usually comes in form of multiple choice questions, or other assessments that can be easily scored by a computer such as drag-and-drop, radio button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates. CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. For example, CBTs offer user-friendly solutions for satisfying continuing education requirements. Instead of limiting students to attending courses or reading printed manuals, students are able to acquire knowledge and skills through methods that are much more conducive to individual learning preferences. For example, CBTs offer visual learning benefits through animation or video, not typically offered by any other means. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can easily be embedded to enhance the learning. Another advantage to CBTs is that they can be easily distributed to a wide audience at a relatively low cost once the initial development is completed. However, CBTs pose some learning challenges as well. Typically the creation of effective CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe Director) is often more complex than a subject matter expert or teacher is able to use. In addition, the lack of human interaction can limit both the type of content that can be presented as well as the type of assessment that can be performed. Many learning organizations are beginning to use smaller CBT/WBT activities as part of a broader online learning program which may include online discussion or other interactive elements. 3. Computer-supported collaborative learning (CSCL) Computer-supported collaborative learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Most recent developments in CSCL have been called E-Learning 2.0, but the concept of collaborative or group learning whereby instructional methods are designed to encourage or require students to work together on learning tasks has existed much longer. It is widely agreed to distinguish collaborative learning from the traditional 'direct transfer' model in which the instructor is assumed to be the distributor of knowledge and skills, which is often given the neologism E-Learning 1.0, even though this direct transfer method most accurately reflects Computer-Based Learning systems (CBL). Locus of Control remains an important consideration in successful engagement of Elearners. According to the work of Cassandra B. Whyte, the continuing attention to aspects of motivation and success in regard to E-Learning should be kept in context and concert with other
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educational efforts. Information about motivational tendencies can help educators, psychologists, and technologists develop insights to help students perform better academically. 4. Technology-enhanced learning (TEL) Technology enhanced learning (TEL) has the goal to provide socio-technical innovations (also improving efficiency and cost effectiveness) for E-Learning practices, regarding individuals and organizations, independent of time, place and pace. The field of TEL therefore applies to the support of any learning activity through technology.

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Types of E-Learning:
E-Learning is a broad term that includes a number of training methods and modalities. Vendors often define new terms for their offerings to differentiate themselves from the market. Most E-Learning methods can be subdivided into two categories, Asynchronous and Synchronous learning: 1. Asynchronous E-Learning Asynchronous learning is a student-centered approach to learning, as opposed to a teacher-centered approach where a live instructor interacts with the student. Asynchronous learning became popular in the early 1900s when the postal system provided a means to deliver correspondence courses. Asynchronous training can be delivered informally using simple online reference cards or web based applications, including: All learning modalities have their strengths and weaknesses. The phrase "know your audience" is particularly applicable with the various forms of E-Learning available today. ? Self-paced virtual training ? Computer-based Training (CBTs) ? Wikis ? Discussion boards ? Blog sites ? Frequently asked question pages Asynchronous learning may include content that follows a linear progression that leads to a test or validation of knowledge transfer. Although some asynchronous learning requires a student to complete a task during a pre established time period, other programs allow a student to ponder and contemplate complex issues. Many successful asynchronous learning programs provide a live facilitator who can shepherd and support the learner during training. 2. Synchronous Learning Synchronous learning is sometimes defined as instructor-led online learning because it involves an interaction between a student and an instructor or leader during a preset time period. Using web-based conferencing tools, including voice and data, students interact with a teacher to learn a task. Unlike asynchronous learning, synchronous learning allows students to interact instantly and eliminates the feeling of isolation that is inherent in asynchronous learning. Synchronous learning also requires students to participate and engage because quick responses are required by the instructor.

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Synchronous Students interact with a live trainer/facilitator and other students Learning is scheduled and has a fixed start time and end time Learning is linear

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Asynchronous Students learn independently and potentially in isolation Learning is available anytime and potentially anywhere Learning may be linear or freeform

Content Type
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Definition Informational (Knowledge Level) The lowest level of learning as described by Benjamin Bloom Simple statements of information o Define an atom o Label the parts of the brain o Recall the 6 levels of Bloom‘s Taxonomy Demonstration of knowledge by rote recitation from memory Knowledge + Comprehension Levels Definition – Groups of objects, events or symbols that share common characteristics and are identified by a common name Move learner from known to unknown Rules that guide certain actions or explain some change Cause-and-effect relationships used to interpret events Description of how something works May not have distinct steps, but can be a continuum of actions over time An ordered sequence of steps necessary to carry out in order to: o Accomplish a task o Solve a problem o Produce an exact end result

Facts

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Concepts

Principles

? ? ? ? ?

Process

Procedure

For creating effective E-Learning courses, you need to focus on the aspects of technology, content, infrastructure, delivery media and design strategy. While there are different parameters for designing interactive and engaging E-Learning courses, using a design strategy suitable for a specific content type is a vital factor for effective E-Learning design and development. In this post, we will briefly explore and understand the five basic types of content. From a learning design perspective, your instructional strategy at the micro-level will depend on the type of content you are dealing with. In our next post we will see how each of these content types can be best taught in an online course.
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Characteristics of E-Learning:
To be effective, E-Learning must meet certain criteria. As noted by Angeliki, Asimina, and Eleni (2005), in general effective E-Learning has the following characteristics: o o o o o o o o Successful in reaching learning objectives Easy accessibility Consistent and accurate message Easy to use Entertaining Memorable Relevant Reduced training costs

That is not to say that effective E-Learning always has all of these characteristics. For example, the cost of effective E-Learning can exceed the cost of other types of training but still be acceptable to organizations due to the overall savings in employee time, travel and other areas to succeed, the designer must properly balance the various factors involved in order to create an effective E-Learning course/learning experience. Once these characteristics have been dealt with, the next issue that has to be addressed is the appropriate components of effective E-Learning. Components of Effective E-Learning: As noted by Brown & Voltz (2005), instructors need to use a variety of techniques in order to meet the various learning styles of their participants. To meet this need, Brown and Volt propose using three components for effective training in the training design: 1. Content (the training material). This includes all the training material used during instruction, such as: ? Job Performance Aids: Job Instruction sheets, reminders and lists of steps for performing a task. ? Technical documents and manuals. ? Flowcharts and schematics. ? Reference books and manuals. ? Programmed text. ? Multimedia computer programs. ? Computer Aided Instruction, programs and other electronic files. 2. Experience activities (the learning activities, games, exercises). These include any activity
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that has the student performing simulated activities that require exploration and lead to discoveries relating to the learning objective either directly or indirectly. These also serve the purpose of keeping the students involved and interested. 3. Feedback activities (the programmed comments and reflections). These can be used to reinforce a particular lesson learned, correct errors and omissions, and they can inform the student as to their progress to a particular point. These also can repeat a particular section of lesson if the student experiences too much difficulty retaining the skill, knowledge or ability. As Rose (2006) suggests, the designer should utilize equal proportions of the three components, and in various orders throughout the lessons in order to maximize learning. But these are just the features of effective E-Learning. What has to be determined before you can select, design and implement these features is just what tools, techniques and technologies best meet the various needs and constraints. Effective E-Learning Tools, Techniques, and Technologies: Companies and industries have developed an almost countless number of unique ELearning tools, techniques and technologies to help in the design of E-Learning. So the major problems that an E-Learning designer faces is selecting those that best meet their needs and constraints. Horton and Horton (2003) provide a comprehensive guide to the currently available commercial E-Learning tools, techniques, and technology. Identifying Appropriate Tools, Techniques and Technologies As Horton and Horton (2003) point out, people, not technology, create and use ELearning. There are three specific categories of people involved in E-Learning design and utilization: producers; hosts; and the learners. The producers consist of the authors, designers, illustrators, programmers and other creative individuals involved in the design and creation of the E-Learning. The hosts consist of the organizations and equipment utilized to present/provide the E-Learning to the learners. The learners are the users (students, readers, and/or workers) of the E-Learning. Each of these categories of people has specific technology requirements. As Horton and Horton (2003) recommend, the learner's technology has to be the driving factor in the determination of which technology and technique to use in the design and hosting activities. For example, say it is determined that the learners will use their company computers to take and complete the E-Learning. It is furthermore determined that most company computers are at remote locations with slow access and limited bandwidth connections. Then the designer must ensure that the E-Learning that they develop does not require extensive bandwidth.
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Selecting Appropriate Tools, Techniques and Technologies In addition to consideration of the various types and categories of E-Learning and the technologies required for each, Anaraki, F. (2004) points out that the requirements and products used in the various stages involved (designing, offering and accessing E-Learning) must also be kept in mind. Horton and Horton (2003) provide a systematic process to the evaluation of the commercial products to assist the user in the selection of the best product for their particular needs (in terms of cost, reliability, ease of use, availability, etc). This is accomplished by systematically identifying and properly weighin g user constraints and requirements (i.e. time required for the typical user to learn how to use the product vs time available for the entire development process; budgetary limits vs product costs, etc) and evaluating the various products against the resultant criteria. Which bring us to the art of effective E-Learning design.

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What are the Fundamentals of E-Learning?
E-Learning, also known as online learning is catching on quickly as an efficient means of training people in new technologies. Though the phrase ?E-Learning? is the common term, it applies to a number of different deployment strategies that are useful for different purposes. Here are a few of the most common types of E-Learning: • Technology-based learning: This term tends to be interchangeable with E-Learning. Technology-based learning includes deployment methods that use recent technological developments such as computer-mediated communication, video conferencing, multimedia, groupware, video-on-demand, desktop publishing, intelligent tutoring systems, and virtual reality, just to name a few. • Web-based training (WBT): Generally, Web-based E-Learning uses streaming media, text, and graphics to create an exciting learning environment that is deployed right on the user‘s computer via the Internet. It‘s a great way to get E-Learning out to a large group of people scattered across the globe, but it can present some deployment challenges if the audience is using dial-up connections. • Computer-based training (CBT): This is a great alternative to WBT for graphic- or audio-rich E-Learning. CBT is E-Learning deployed via CD-ROM, which eliminates the streaming issues that can be associated with WBT. The downside? With CBT, it is much more difficult to capture the results of E-Learning through tests or other evaluation forms than with WBT. Many of our clients opt for WBT with easier-tostream learning treatments, rather than give up the ease of test administration and reporting. • Synchronous and Asynchronous E-Learning: With synchronous E-Learning, learning and teaching takes place at the same time while the trainer and learners are physically separated from each other. Examples of synchronous learning are as follows: • Internet telephony • Web conferencing • Online lectures • Distance learning via interactive satellite • Audio/video conferencing Asynchronous E-Learning means that the user can take the training independent of any schedule. At Resource Bridge we refer to this as ?Wherever they are, whenever they need it.? Asynchronous E-Learning does not require a facilitator or instructor, and is one of the more popular E-Learning deployment methods.
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Examples of asynchronous E-Learning are as follows: • Self-paced courses taken via Internet or CD-ROM • Stored audio/video Web presentations or seminars Regardless of whether your focus is academic or corporate, implementing a successful ELearning strategy requires technology that will make the learner‘s experience enjoyable. Examine the following five types of systems and consider which ones might be used in meeting your E-Learning needs: 1. Programming Languages Hypertext Markup Language, better known as HTML, is the most common programming language used for E-Learning. The advantages of HTML-based E-Learning are that most users can access it with any common browser and it does not require special downloads or plug-ins to run. It is possible to develop a simple, online lesson using straight HTML; however, the use of straight HTML does not provide for a high level of interactivity for the learner. Most E-Learning sites that are based on programming languages add items like Java, JavaScript, PEARL, FLASH, or even CGI scripting to increase the level of interactivity between the learner and the ELearning course. Programming languages provide a great deal of flexibility and freedom to the developer. 2. Authoring Packages These packages are designed specifically to overcome the difficulty most instructors have with using programming languages. Most authoring packages are visually oriented so the designer doesn‘t need to know any coding. An example of an authoring package is Macromedia‘s Dreamweaver. The challenge with authoring packages is that they can be cumbersome to learn well enough to be able to deliver high-quality E-Learning in a reasonable amount of time. That‘s why many companies choose to create their own content and then outsource the development of their E-Learning courses to a company that specializes in custom E-Learning development, such as Resource Bridge. 3. Learning Management Systems (LMS) These systems are specifically designed to track the progress and performance of a multitude of learners. There are literally hundreds of academic and commercial systems from which to choose. The commonality among LMS E-Learning platforms is that they can track and store user performance; they can track the number of hits to a certain area of the site; and they can track the amount of time a learner has spent in a certain area of the course. Custom E-Learning development companies, such as Resource Bridge™, are familiar with a broad spectrum of LMS systems, and can help a company determine the best LMS to suit its needs.

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4. Content Management Systems (CMS) A CMS helps instructors catalog, track, and manipulate corporate information. For an individual instructor or a person working alone, content management is usually not a critical element. A CMS is effective when large amounts of information must be tracked and managed. Such as system is not as useful for E-Learning, because it lacks the end-user delivery and tracking mechanisms found in the LMS. 5. Learning Content Management Systems (LCMS) These systems are simply a combination of the LMS and CMS. Such systems can track users, author content, and store, retrieve, and reuse content when needed. These ?mega? packages allow an organization to have an enterprise-wide solution that takes care of every E-Learning software need. Regardless of what type of system you choose for your E-Learning solution, you need to consider five distinctions among these different software products: Maintainability, Compatibility, Usability, Modularity, and Accessibility. Each of these characteristics is critical for E-Learning success. It is important to note that, in reality, many of the characteristics overlap. However, looking at the five characteristics individually helps to ensure a broader understanding of the technology needed for an E-Learning solution. Maintainability — the product can be maintained over a long time period Compatibility — Look for a solution that is compatible with other E-Learning solutions on the market Usability — Make sure that your E-Learning solution is easy to use Modularity — Look for systems that allow you to determine the learning objects and that require the instructor to link the learning objects to specific learning objectives Accessibility — E-Learning programs should be accessible to all individuals, regardless of physical disability Consider carefully the type of E-Learning software you want to employ to reach your learners. Your E-Learning solution might range from developing a simple Web page to add value to a class to a full-scale LCMS that includes learner registration as well as course development. Regardless of the solution, if you consider the elements of Maintainability, Compatibility, Usability, Modularity, and Accessibility when choosing your software, you will have a smoother, more effective E-Learning strategy.

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Advantages and disadvantages of E-Learning:
The following lists the advantages and disadvantages of E-Learning from the point of view of the three parties involved in E-Learning: the learner, the company and the trainer. From the learner's point of view: Advantages: - Learner actively involved in his/her E-Learning - Interactivity and attractiveness of E-Learning content - Flexibility and adaptability according to availability (time, location) - Training at own pace, independently of other learners - Self-assessment during and at end of course - Personal progress monitoring during E-Learning course and appraisal of results obtained thanks to tracking Disadvantages: - Command of computer tools, reticence in face of new technologies - Autonomous self-management as no imposed training framework - Management of motivation and involvement in E-Learning, concentration effort - No direct contacts with trainer (except in the case of blended learning) From the company's point of view Advantages - "Mass" training (unlimited number of learners) - Savings relative to classroom-based training indirect costs (travel, accommodation, etc.) - Flexibility and adaptability according to learner availability (time, location) - Customization and adjustment of training courses to predefined skills and teaching goals - Low logistical constraints (no room booking, employee travel, accommodation, etc.) - Precise course reporting and automated results analysis thanks to tracking - Durable and updatable teaching materials Disadvantages - Companies sometimes ill-informed and hesitant with respect to new technologies - No control over motivation, involvement and course management by learners - Investment in computer hardware and software - E-Learning content occasionally difficult to design for training in highly specific fields (to be checked) - Change management to implement within the training department
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From the trainer's point of view: Advantages - Prerequisites for assessing learner levels - Training performed on interactive and attractive tools for both trainer and learners - Flexibility and adaptability according to availability (time, location) - Learner monitoring from the platform (tracking) Disadvantages - No direct contacts with learner (except in the case of blended learning) - Transformation of the "knowing" role into that of "conductor" - Transition of predominantly oral to written communication

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Why organizations prefer E-Learning?
Web Based Training (WBT) is a viable option for many international companies over instructor-led training. Many companies, especially IT ones, prefer online training because they consider it cost and time effective as otherwise people have to meet half way across the world for training On the other hand, classroom training is a very costly business venture, particularly for IT training courses. It requires a staff of highly paid instructors, fully equipped labs, and full-time staff to co-ordinate scheduling of students, instructors, and lab facilities. No-shows, students that don't show up for class, are very common. Printed course materials like textbooks and lab manuals are very expensive, often representing 10-30% of the course cost. Loose ends in E-Learning E-Learning is however not without its weaknesses. WBT places most of the responsibility for learning squarely on the shoulders of the student. Motivated learners do well with online training because it is a stimulating efficient alternative to classroom training, which is often perceived as a waste of time. Unmotivated students either never start or do not finish their online training course. High initial costs, lack of IT infrastructure, lack of adequate computer knowledge in students, little or lack of personal interaction with instructor and other participants are some of the weaknesses of E-Learning. Solution – the blended approach to learning Many people still consider classroom training as one of the most effective training methods available. In blended learning the strengths of both classroom training and E-Learning are utilized. Blended learning: The ideal classroom experience should be preceded by successful completion of a webbased course of study to introduce the material so that everyone will be prepared for full participation and no one slows down the rest of the class. Some major corporations conduct part of their management education online. Participants are assigned to work groups online who meet for few hours for several weeks preceding a classroom course to familiarize themselves with the background and policies and work through cases of actual management problems. The traditional classroom protocols should be abandoned in favor of activities that provide practical application of concepts learned through self-study. There should be very little or no lecture. Classroom time should be dedicated to organized case study, team problem solving, and labs that reinforce concepts learned through self-study.

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Tips for effectively benefiting from E-Learning programmes:
Now that you have decided to take up a course online, you need to be prepared to take on your responsibilities as a student. Yes, studying online gives a student many privileges and conveniences but along with them are challenges as well. In this post, we will discuss what you can do, as an online student in order to truly benefit from an online distance learning program: Set aside your personal schedule on reviewing lessons. It‘s important to set aside enough time to review your lessons. This can be done either before each class begins or after each class has ended. By doing so, it will be easier for you to remember the highlights of the lesson and it gives you the chance to take note of the points where you need further assistance. Thus, you can pose a question or ask for assistance from your instructor the next time you get online. Fight procrastination. Because classes take place over the internet, a student may face the challenge of procrastination or taking school work for granted. If you really want to learn or benefit from an online distance learning program, you need to promptly perform your duties as a student. Be active in online discussions. Although classes are done over the internet, a student must actively take part of the discussions and group activities. Don‘t be afraid to pose a question if there are some points that need clarification. Do not hesitate to share your thoughts or ideas with the group. Let yourself be heard and make your presence known online. Do your assignments diligently. It might be tempting for an online student to miss some assignments or to have someone else do their school work for them. However, doing so will only prevent you from getting the most of an online education. Keep in mind that your main goal for studying online is to enhance your personal knowledge and skills. Stay focused. Online students must practice self-motivation and self-disciple. Just as it is necessary to work hard and make some sacrifices when studying in a regular school, the same thing proves true with online learning. Follow the guidelines set by your instructor. See to it that you understand the instructions particularly with regards to submitting reports and school work. Follow the guidelines to ensure that you will get the highest mark possible. In addition, always use an appropriate subject line when sending email messages or when posting on the message board. Make use of online learning materials. Students of online distance learning programs are provided with course materials and references that are readily available online. These are free to use and accessible at any time so be sure to take advantage of this privilege. Get in touch with your instructors regularly. Keep the communication lines open between you and your instructors. In case you have any issues or problems that have to with the lessons or with the classes, get in touch with your instructor right away.

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Traditional Learning v/s E-Learning:
There is an argument that traditional learning is the best way of maintaining a learning process. Other models are always considered to be inferior or less efficient. There is no finding to support this argument, and research shows that E-Learning models are at least as good as traditional learning. When comparing learning an identical course in a traditional framework to a computer mediated learning framework, students have expressed higher satisfaction from the computer mediated learning, and rated the learning as more effective than in the traditional framework. In other studies, too, it was argued that computer mediated or online learning is more effective and interactive. Findings of research conducted in the seventies and eighties, comparing the use of computers as a learning environment, also indicated a slight improvement in the student‘s achievements following use of a computer. E-Learning includes many components that are familiar from traditional learning, such as: presentation of ideas by the students, group discussions, arguments and many other forms of conveying information and accumulating knowledge. E-Learning also includes advantages which are not found in traditional learning, such as: time for digesting the information and responding, enhanced communication among the learners, both as regards quality and as regards urgency, knowledge being acquired and transferred among the learners themselves, the ability to conduct an open discussion, where each learner gets more of an equal standing than in a face-to-face discussion, access to information and to discussion ability, responses may be made around the clock with no restrictions, a higher motivation and involvement in the process on the part of the learners. The very use of technology for learning has been found to have a positive effect on the student‘s commitment to the learning process. Also, use of technology creates a greater commitment on the students‘ part to learning. The following table summarizes several opinions regarding the comparison between traditional learning and E-Learning:

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Case Studies: 1. McDonald's - Rapid E-Learning in Action
“Helping teams to run more profitable, safe, efficient and customer friendly restaurants through a blended approach using rapid E-Learning – and saving over £5 million on the way” E-Learning Age Silver Award Winner 2011 for Best use of rapid E-Learning content, and winner of an Articulate Guru award in 2010, this updated case study shares how McDonald‘s UK and Kineo have partnered to develop E-Learning solutions that: ? Provides a flexible way to partner and gives McDonald‘s control ? Has enabled the building of in-house E-Learning design and development skills and allows a deep involvement of subject experts in the design and development of the training ? Has generated over £5 million in cost savings in first two years ? Has directly contributed to increased profitability in line with initial objectives ? Has increased the speed of learning transfer into the workplace This revised case study updates the original case study and sample module we produced back in 2010. Challenge: “Can you run a McDonald’s Restaurant profitably? Can E-Learning help?” It is a complex task balancing staff and material costs, sales, and quality and customer service whilst still ensuring you're making a profit. You need a deep understanding of the various components and how they interact in order to deliver quality and profitability. McDonald‘s UK traditionally delivered training as face-to-face workshops and/or shoulder-to-shoulder (coaching) training to over 1,000 staff across 1,250 restaurants each year. This is an expensive way to train, both in terms of opportunity cost and hard cost of training delivery. McDonald‘s UK wanted to explore an alternative blended approach that would enable managers to receive the training when they needed it, to be able to use the learning for performance support, to be able to provide update training and to reduce the costs of delivery. Kineo collaborated with McDonald‘s to design and develop engaging rapid E-Learning, as one component of the blended strategy that delivered on these objectives.
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Solution: Making rapid E-Learning work: Once the case was made for rapid E-Learning, we set about the task of making it happen. The first set of requirements was to look at three crucial aspects of business controls: ? Financial Skills ? Inventory Management ? Crew and Management Scheduling The E-Learning needed to be delivered in an attractive and engaging manner which fully supported McDonald‘s brand and standards for quality and style. For McDonald‘s and Kineo, taking a rapid approach didn‘t mean compromising on look and feel or quality of learning design. Here are the steps we‘ve followed in collaboration to develop a sustainable model, and to deliver rapid E-Learning 1. Getting a prototype model working One of the key benefits of rapid E-Learning, in our view, is the ability to develop rapid prototypes as test cases. This was important on two fronts in our work with McDonald‘s: To test the quality of output To test the rapid process and the effort involved 2. Using Articulate to develop quality – rapidly The prototype was developed in a matter of days and the result convinced McDonald‘s that Articulate fully met their requirements for an easy-to-use tool that would allow us to develop content quickly, while also delivering engaging E-Learning and meeting strict branding requirements. Because it's easy to use, many staff can develop skills quickly to be able to create and maintain the content. 3. Building the module – and the team’s capabilities: getting the best from everyone The project was very much a collaborative venture – with Kineo designing the initial prototype based on content and scripts developed by the McDonald‘s team. The result in this case was a great collaboration and an excellent final product that we and McDonald‘s consider a showcase piece in the use of Articulate to develop engaging, branded ELearning that‘s easy to maintain and update by the client. Paul Westlake, a member of the McDonald‘s UK team who worked at Kineo‘s offices for a period said of this experience: “Working hand in hand with Kineo not only gave me the opportunity to learn how the articulate tool worked in a real world environment, but also gave me a good insight into ELearning instructional design too. I felt confident to build my own modules during my time with the developers, which, I have no doubt, was helped by having a wealth of experience, knowledge
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and advice on hand if and when I needed it. The Kineo team was a really useful „safety net? to have, giving me the confidence to try out different approaches and ideas. It was very refreshing to work with a company who positively encouraged us to take ownership of the E-Learning content, so that we could amend and update as and when required.” 4. Mature model – Joint development, McDonald’s in control As McDonald‘s rapid E-Learning in-house capability and skill has grown, further modules have been designed and developed: some by McDonald‘s on their own and some in partnership with Kineo. This gives the McDonald‘s team the flexibility they need, calling on Kineo when they need additional capacity, or have a specific development need that can‘t be addressed in house, for example a higher-end piece of Flash animation. In this way Kineo provides an extension to the McDonald‘s in-house team to provide support and guidance with the use of rapid tools as well as the design and build of more complex Flash animations. Results and benefits: The results have been exceptional, and we summarize them here. Learner engagement: Over 1,000 people have completed the E-Learning and the feedback has been very positive. Internal McDonald‘s surveys have shown the following feedback: % agree 2009 2010 94% 94% 91% 92% 94% 92% 72% 74% 92% 92%

Statement This training is relevant to my job I can put into practice what I have learnt There are materials to support my training I am scheduled to spend time on training and development I have received the training and information I need to do a good job

Cost savings: Overall the savings estimates provided by McDonald‘s for all of our E-Learning work in the first 12months was in excess of £1m, and has since risen to in excess of £5m (within 24 months), which reflects a huge return on investment. Business benefits: The purpose of the Business Controls E-Learning was to deliver business results. While there were other contributing factors, in the first year of rollout, the business has seen the following results for the business controls modules:
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? 10% sales growth ? 6% transaction growth ? Food profitability key performance indicators improved by between 0.05% and 1% in the pilot restaurants – very significant in a low margin business, and directly related to the aims of the learning ? The pilot managers moved their restaurants higher up the national balanced scorecard Significant cost savings as documented above McDonald‘s and Kineo continue to work in partnership to develop further rapid ELearning modules to support different learning needs including Food and Restaurant Safety, Crew Trainer and Shift Manager training modules. Food and Restaurant Safety, in particular, has been a great success enabling McDonald‘s to make significant cost savings; £4 million since the introduction of the programme partly because a third party training provider is no longer required and also due to savings in transport and accommodation associated with face to face training. McDonald‘s has also seen an increase in the standard of hygiene across restaurants which is felt is attributable to the fact that the programme is now specifically about McDonald‘s restaurants rather than generic materials.

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2. Coast To Coast Commuting: San Diego to Tampa?
Morgan Hezlep, 29years old, was working for a San Diego company that designed healthcare software programs when she decided that she wanted to go back to college to finish her bachelor‘s degree. She couldn‘t quit her job to return to school full time because she needed the salary. And besides, she liked her work. Unfortunately, her company wanted to send her to Boston on a long-term assignment to work with a client establishing a new program. Then it got more complicated. Morgan didn‘t want to move to Boston so her company agreed to fly back and forth every week. That settled the job problem, but where could she take the classes to finish her degree? In Boston she would be working all the time, and in San Diego there were no colleges where she could attend weekends only. Then she learned about an online degree program in computer science offered by Saint Leo University, located near Tampa, Florida. Morgan could do her course work online during the hours she spent in airports and commuting across-country by plane. That system gave her about 16 hours a week to study the lectures provided via CD-ROMs and to write the papers. ?I left San Diego every Sunday,? she said, ?worked Monday through Thursday and flew back home to San Diego on Friday morning. I would get settled in [at the airport], put on my headphones, pop in a CD and begin class.? It took 2 years to complete the program. In addition to CD-ROMs, there were weekly online seminars and discussions with professors and other professors and other students in a virtual classroom setting. Advisors were always available through a toll-free phone number, fax, or e-mail. Textbooks arrived by mail at the beginning of every course. Along with her degree, Morgan accumulated more than 300,000 frequent flyers miles, some of which she applied to the airfare to Tampa for her graduation – the only time she ever saw the campus were greatly improved by her online learning experience. ?With the online learning classes,? she said, ?I was forced to develop good study habits and time management skills. I think the experience made me a more disciplined student.?

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Conclusion:
While few people debate the obvious advantages of E-Learning, systematic research is needed to confirm that learners are actually acquiring and using the skills that are being taught online, and that E-Learning is the best way to achieve the outcomes in a corporate environment. This research must be grounded in solid theoretical precepts to assure that meaningful results are obtained. Until a more solid research methodology is developed for measuring E-Learning results, we can rely on the mainly qualitative feedback from corporations that are using E-Learning to deliver their training. Firms praise online training as a cost-effective, convenient, and effective way to deliver corporate education. Early studies seem to demonstrate that e-language-Learning in business is a win-win proposition for all – the learner, the corporation, and the customers served by the corporation.

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This report has been compiled after the collection and careful scrutiny of the following media vehicle:

Websites visited:
o o o o o ohttp://www.irrodl.org/index.php/irrodl/article/view/83/160http://www.chillibreeze.com/articles/E-LearningversusClassroomLearning.asphttp://www.rashty.com/articles/Learning_Outcomes.pdfhttp://learningonlineinfo.org/5-technology-tools-used-teachers/http://www.worldwidelearn.com/E-Learning-essentials/E-Learning-types.htmhttp://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolu m/AsynchronousandSynchronousELea/163445 ohttp://en.wikipedia.org/wiki/E-Learning ohttp://www.readygo.com/isd/ele02/00ele02.htm

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