WBT courses - Returning can be done, here's why it is not
When did we lose track of its# value of course, and its objectives and impact on learning?
There are plenty of people who love to spout that "people do not go back into our courses(s) after they completed it," OR "no one takes our course" OR "the course is boring."
I am going to tell you why these cases happen - and what you should be doing to change that.
You create a course that was set up to fail. Yes, you read my statement right - you or whoever built the course, designed it to fail and not only that, the manner in which you are having people take the course, increases the "we are not coming back" rate.
Let's start with the latter.
Regardless if it is a micro-learning course or some other designed course (length) wise, the premise that people have to follow a linear path (Have to complete A before going to B, and then B before C - whether it is by chapters, or sections or whatever) - goes against everything that WBT was created/developed and built for online learning. Secondly, the set date - required date - hastens another downside. Moreover, again, goes against the premise of why WBT was created.
Many people are aware of the "self-paced" value for online courses, but are unaware of the other benefits and approach for a return of course learning - and thus boosting of comprehension, retention and oh yeah, the big elephant in the room, synthesis.
- The ability to go anywhere you want on the course at any time and as often as you want.
Think about it. Let's say you buy a book on how to use Microsoft Excel. It goes in-depth and shows you examples and steps. Do you start on page one OR do you go to the section/chapter and pages within that cover what you want or need to know to learn the step(s) or knowledge contained in those pages?
Then if you need a refresher and are forgetting the steps and want to practice or re-learn, what do you do?
You go back to that section/chapter or pages, review and either go thru the steps again OR identify what you are missing and go from there. Heck, you might even keep the book open to that section, while you are working on your computer or mobile device.
You can return as often as you want and as many times as you want.
Moreover, what eventually happens? You retain the info, comprehend it and synthesize it to build upon your skills and utilize them for long-term growth in Excel.
So why, would you expect and want it to be different when the course is online?
Equally, how would you feel if someone said, "Okay, you have to complete the book sections by next Wednesday?" - My guess is you would think, "Sheesh, this feels like I am back in school, with set dates to read a chapter or the book itself."
Moreover, did you retain that information in the long run? If someone says today, please regurgitate the section on that Geology book you were forced to read (you selected the course as part of your first two years in college). Can you do it? More importantly, would you want to?
I mean, you had to take the course. You had to read the chapter or chapters. You were given a set deadline. Moreover, you often would see a question or series of questions on a test.
How did that make you feel? Did you want to go back and read that section or book again? Did you tell your colleagues - this part, this book is a must read to increase my knowledge?
NO. Unless, of course, it was relevant to you. You wanted to know it.
Again, why would you expect anything otherwise than that, when you build an online course, require people to go linear in its learning, set a deadline and then follow it up with an assessment?
I see this a lot. Especially with compliance/regulatory courses. Yes, they are usually dull and boring. However, you can create mini modules within a course, even a micro-learning one, where a person gains the insight, then applies it to a real life scenario.
They can bounce around the modules or sections that are relevant to their job or are relevant and interest to them.
Big difference.
Here are the key points for WBT (which is what it was initially referred to - it means Web Based Training).
a. Non-linear - I can jump around the course, let's say B to D or A to C and so forth.
b. I focus on the areas of interest for me - whether it is to acquire new knowledge to utilize or need as part of my job or both.
c. A real world scenario is better than an assessment. An assessment tells me as a training director or L&D director nothing, other than you guess well. Worse, if I get to repeat it as often as I want, what's the point?
d. I can go into an area/chapter/page as often as I want, as many times as I want.
e. I can make mistakes, and no one knows. A big value adds versus ILT BTW.
f. I learn best with examples, mini-scenarios - in other words, "application" within the course.
g. I am not penalized for not completing the course. After all, it is about acquiring, retaining and synthesis of the learning, not completion for the sake of finishing.
h. It is about learning, not forced learning. Big difference.
If you doubt any of the above, have you required deadlines and then re-ask your learners to provide the information in a survey, rather than reviewing the course or those day to day task steps - which DO NOT in the long term, empower people to retain the information and again, the key to it all - synthesise it.
Doubt me?
The let's play a game. Attend a conference. Sit in one seminar. Pick one that you have ZERO interest in the subject matter. Select a seat in the front of the room, not in the back, where you think no one notices you not paying attention.
Oh, pay attention 100% of the time. Take notes, not doodles. Do not use your electronic device, unless you are taking notes. Not, reading e-mail or surfing the net or doing your work you have been assigned to do - even though you are "learning."
Then read them over every day.
I expect you to know it because you will be retaining the information.
Comprehending and Synthesizing it.
Right?
E-Learning 24/7 (the name I use on my blog - www.elearninfo247.com)