- What courses do you sell?
elearning space does not sell courses. We are an elearning development company. We build elearning courses for business and education institutions according to their needs. Often our clients will use their elearning course internally within the organization. Sometimes a client will want us to build an elearning course so they can sell to the public.
- Can I sell my courses through your website?
elearning space does not sell courses, therefore cannot provide a place to sell courses online.
- What qualifications do you offer?
elearning space does not sell courses, therefore does not offer qualifications.
- eLearning development is expensive.
eLearning development does not have to be expensive. Many off-the-shelf templates and asset providers can reduce elearning development costs. eLearning development costs will only increase if bespoke templates and assets are needed.
- I do not need an LMS.
An elearning course can be viewed in HTML via a web browser, but no user data will be tracked. An LMS can track user progress, completion rates, and quiz scores which is often needed to validate user engagement. An LMS will have features that an elearning course will not. For example, gamification is best done in an LMS. So yes, to track user data and provide an engaging elearning experience an LMS is needed for your elearning experience.
- I know nothing about elearning, so best to avoid changing my current training manuals.
elearning space is an expert at converting past training courses into an elearning experience. We have a Rapid Authoring process that will guide you in the process to transfer past content into a new elearning experience. You don’t’ need to know how to use the elearning development authoring tools, download new assets or upload to an LMS—this is our job. We would expect you to be a content expert or at least understand the original training objectives.
- There is no well-researched elearning strategy that proves elearning is beneficial.
Indeed, research into the effectiveness of how an elearning strategy can improve learning is ongoing, but the research is building. For example, Richard E. Mayer has written 3 editions of a book called The Cambridge Handbook of Multimedia Learning which began in 2005. This book evaluates a range of evolving elearning teaching strategies and the effect each has on learning outcomes. eLearning also uses historical, well-researched, and tested learning strategies. For example, since the 1960’s the Inquiry Approach based on the work of early 20th-century education psychologists Piaget, Dewey, and Vygotsky has been used by schools and universities. In the past students would use a library and/or books to inquire or research information about a topic. Today, in an elearning environment the Inquiry Approach can still be used, except students can locate and research information within the elearning environment.
- elearning development is finished within a week.
No, consultation and planning will take at least a week. We need to understand your needs because such an important job cannot be rushed. Once all planning documents are approved by the client the elearning development happens relatively quickly.
- eLearning is only for the Millennials and Generation Z.
Millennials and Generation Z are very comfortable with the elearning environment, but this does not exclude previous generations. A person’s computer skills are more important than the age of someone. A person of any age with basic computer and multimedia skills can access an elearning environment.
- eLearning is not for people with a learning impairment.
eLearning can enhance learning for users with a learning impairment. Many accessibility tools can be used in an elearning environment. For example, a speech-to-text tool can enhance the understanding of the text for users with low comprehension skills. These accessibility tools ensure that no one is excluded from the elearning environment.
- eLearning inhibits learning.
This can be true but is also true for all learning strategies. One learning strategy will never work for everyone. Instead, a good learning strategy must cater to all learner types. The same is true for elearning. So elearning does not inhibit learning, instead, it is the learning barrier in the learner’s way that inhibits learning. A good elearning course will remove this barrier to learning, so the learner can achieve success.
- eLearning is harder than face-to-face learning.
This is not true if the correct elearning strategies are used. Face-to-face learning includes an expert such as a teacher or lecturer within the same classroom leading the lesson and supporting students. Face-to-face learning provides the learner with immediate feedback and provides student accountability. Within a face-to-face classroom, the students can communicate with each other to ensure peer-to-peer learning. If an elearning environment does not have an expert leading the class supporting the students, providing accountability, and promoting communication between peers, many students would struggle to learn. In the positive, if an elearning environment does have these important elearning strategies then many students will enjoy their learning.
- There is no interaction with the instructor and other learners in an elearning environment.
Social interaction between the instructor and students, and students amongst themselves is essential to create an engaging elearning environment. Social interactions in an elearning environment must be done differently from a traditional classroom. In an elearning environment, social interaction will happen via video chats, webinars, emails, instant messaging, forums, and posts. An ideal elearning environment would include a blended learning approach where students complete most of their learning online and meet face-to-face regularly.
- People dislike elearning.
Each person learns differently, so while it is true some people may not enjoy elearning, this is true for any learning approach. It is important to plan the elearning experience, so no one is excluded from learning. An elearning experience can be planned so there is a variety of learning techniques that ensures most people can engage with the learning process.
- I must be an expert with technology to complete an elearning course.
This is not true. A person of any age with basic computer and multimedia skills can access an elearning environment.
- eLearning has a low academic standard.
In an academic context, a standard is defined by a student’s result for a summative assessment compared to the standard of the cohort’s results. Valid and authentic summative assessment and credible academic standards are indeed difficult to measure. However, in this context, elearning is rarely focussed on a summative assessment. An elearning course is normally used as a learning tool that provides entry-level knowledge and preparation for a face-to-face exam or written summative assessment.
However, not all elearning is focused on academics. This depends on the learning outcomes and target audience of the elearning course. Most elearning courses are designed to assess knowledge but are not compared to a cohort standard. The successful completion of an elearning course is based on knowledge and skill attainment. This reduces the need for an academic standard based on the cohort’s performance. This removes any connotation of a low or high academic standard because there are no results from the cohort to compare against.
- eLearning does not work for all learner types.
This is true if elearning courses are designed for one type of learning, but elearning courses should have Universal Design for Learning principles. UDL ensures that every learner is given an equal opportunity to succeed. It is the job of an elearning developer to ensure UDL principles are included in the elearning course during the development process. So yes, an elearning course can cater to many learner types, and not just one.
- eLearning is expensive.
This can be true if a client wants a bespoke template, animations, videos, and overall elearning experience. eLearning does not have to be expensive if we tailor already existing templates, animations, and videos to create an original elearning experience.
- Learner involvement with elearning cannot be measured.
This is true if the elearning course is saved as an HTML file. If the elearning course is saved as a SCORM or xAPI file and uploaded to an LMS or equivalent, then yes user data can be tracked. For example, it is common to track duration, completion status, pass or fail and a score.