This is the fifth post in a series of “the Realities of Networked Online Learning Communities”. In case you missed them, here they are “Why should we consider Networked Online Learning Communities“, “Concept of Networked Online Learning Communities“, “How do they enhance the effectiveness of learning“, “Few corporate success stories“.
Online Learning Communities can greatly enhance learning effectiveness, through collaborative and social learning tools, but at the same time present their own challenges of implementation.
Let us have a look at the challenges or reasons, why organizations are not adopting this concept.
1. Apprehensions about disruptions and misuse
The social and collaborative component of Online Learning Communities facilitates “meeting” of learners, bringing in the possibility of threats and privacy issues. This is not so as the group community learning is formless, but because it is conducted outside the domain of the formal training infrastructure and without any proper structuring or mentoring.
Organizations are worried about the confidential information and their leakage, consequences of data going out of the company and its impact on their reputation. These communities can also allow competitors to share information, which can also result in legal issues.
These concerns and apprehensions of organizations about Online Learning Communities is the main barrier holding back their use in corporate world.
2. Cultural issues or resistance to change
It is a known fact that the community learning culture works the best only when the organization is ready for it, or only if it has already established a proven system of knowledge-sharing through a formalized process.
Only the organization’s readiness to accept the change can build a culture of trust and transparency, contributing to a knowledge pool that can help in the development of the individual, as well as the organization.
So educating the learners and their supervisors about the usefulness of online community learning is important, to bring certain degree of acceptance and change in organizational culture.
3. Technology Issues
A new focus on information exchange is emerging, leading to different ways of interaction coming up every day, each adding its own individual value. Technology keeps evolving along with how people wish to connect and contribute in learning. There comes a question of investment in technology and what can be expected out of that investment.
And then the technology limitations, some technologies are very easy to use and get a quick acceptance from learners, while some of them will never get the acceptance and some of them cannot be integrated with the technology that the organizations have already invested in. Therefore, organizations may either be successful in adopting the technology or fall behind.
4. Convincing the top management for the funds and approval
Organizations or the top management therein, looks at ROI and in case of a Learning Community; it might be too hard or rather too early, to measure success and show the results. This is an experimental area and can be a flop despite doing everything required. Installing a collaboration tool will not be enough to identify the success rate, as there are many other variables, as discussed above.
So educating the top management, making a case study on the benefits and convincing them to invest in these online communities, is hard work and is time consuming.
5. Requirement for trained moderators involving expenses
There are also some issues like some learners may involve more and show active participation, while others may not. In order to maintain the flow of learning and manage all these activities, organizations require trained moderators specialized in various domains, depending on the groups.
Specialized moderators can be of great help in developing the culture and creation of efficient community of learners. However this is again seen as an expense and throws the challenge of getting the budgets sanctioned.
Collaborative Learning is exciting and productive! But its implementation is challenging. There are some real control issues or barriers in introducing Learning Communities that need to be addressed. What do you say? Do share if you have anything to add.
This is the final post in a series of “the Realities of Networked Online Learning Communities”.
Join us on the Live Webinar to find out more.
Subscribe to Our eLearning Design Blogs
Get CommLab's latest eLearning articles straight to your inbox. Enter your email address below:
Every Instructional designer needs to have good knowledge of standard instructional design models like ADDIE or Gagne’s nine events. These models facilitate the development of learner centric eLearning courses. But, it is not easy to remember all these concepts and apply them at the right instant of time to develop a successful eLearning course.
First impressions are usually the last impressions. This saying holds good for the description you give for your eLearning course. Typically, a course description is shown on the launch page of your eLearning course. The main aim of your course description is to provide your learners with an overview of the course; what it is all about, and what to expect from the eLearning course?
Welcome to today’s blog post. Every day, learning professionals try to find new ways to engage learners and make trainings more interesting to them. In this process, the current generation of learners stands as the most challenging target audiences. I’ve tried to understand the needs and tastes of these learners and had come out with an idea that can take our training programs a step closer to them. I had enquired quite a number of people about their likes and dislikes on current learning trends. Many of them expressed a common point that these courses lack personalization. I didn’t immediately understand what they meant. But, after going through some more details, here I am writing this post about how to add a personalization element to your course and make them believe that the course has been tailored specifically to suit their taste.
The multiple choice question (MCQ) is the most commonly used question type in eLearning. An instructional designer prefers MCQs over other question types as they can be scored rapidly and feedback can be given easily. It is an effective way to test a large number of learners, quickly and effectively.
Do you know on an average 3000 people get killed due to Fire accidents in the US every year? The NFPA estimates that 65,880 firefighter injuries have occurred in the line of duty in 2013, out of which 12,535 accidents took place at non-fire emergency incidents.
Here’s a scenario that is quite familiar to learners and designers alike; John, an employee in XYZ corporation, was asked to take an eLearning course as part of the company’s training requirements. John sat down enthusiastically in front of the computer and said to himself, “This must be fun.” He clicked the launch button of the course and started his training. Five minutes into the course, John went spiraling down into confusion with the amount of information that was being thrown on him and was frustrated and disappointed. John clicked the close button and went on to do his work.
Online learning is not the next big thing, it is the now big thing. – Donna J. Abernathy
The online training medium can be used very effectively to equip your people with the needed knowledge and skills. According to a report released by IBM, companies who utilize e-Learning tools and strategies have the potential to boost productivity by up to 50%. For every $1 that a company spends, it’s estimated that it can receive $30 worth of productivity.
Young employees are not ready for the demands of the workplace. As per a survey conducted by the British Chambers of Commerce, 90% of school leavers and over 50% of graduates are not ready with skills required for employment. (Source: BBC)
It is a common knowledge that well-designed assessments go a long way in engaging learners in the online learning environment. They are used to reinforce learning as well as evaluate the learner’s comprehension of a course.
As we know, the human brain has the capability to hold a limited amount of data at a time.
Experimental psychologist George Miller found that “The Magic Number 7, plus or minus 2? Describes the number of ideas, facts, or issues that an average individual can hold in his working memory is 7 + 2. This is called the Rule of 7″.