Almost every day the question „Why e-learning?” comes up. Here a light answer…
Why E-Learning for the Corporate Sector?
E-Learning is a visible trend in corporate training and in many other training settings. The reasons are manifold:
First of all it is to mention the effectiveness of the learning and training approach. If conceived according to the needs of learners and trainees e-learning is a powerful tool for customizing learning to the needs of an organization and for individualizing learning for a person and/or person group.
Secondly, from a learning perspective e-learning supports deepening knowledge, developing competences by linking theory and practice as well as promoting critical thinking.
And finally, from a management perspective, e-learning can lead to time and cost savings as well as to reduced downtime. It can support the training of a large group in a short time. And it links the learning to the situation or working process, wehre the competence is needed
For achieving these benefits some essential rules need to be followed:
•The E-Learning system used is developed following a user- and organization-centric approach, i.e. it focuses on the needs, situation targets.
•All stakeholders in the training process need to get involved and they have to actively support the E-Learning.
•A good support infrastructure for the learner – tutor, technical support – is available and with a good reach
•Learning contents are flexible but guidance for the individual learning path is offered.
•The roll-out process of an e-learning activity is negotiated with and supported all stakeholders and the learners.
•In the corporate sector learns have “learning slots” during work-time or compensation time in case learning takes place at home.
•Technology and learning systems match well
Why E-Learning for Senior Citizens?
- e-Learning comes to people and not vice-versa. This aspect addresses seniors’ frequent mobility constraints due to physical impairments, domestic responsibilities (e.g. taking care of relatives) or living outside urban areas where ICT- training offers are available;
- e-Learning works best for those with variable free timeslots. Post-professional life is often characterised by free variable daily rhythm and plenty of leisure activities. In these cases, asynchronous eLearning offers are extremely flexible;
- furthermore, it is a fact that, due to their life experience, many seniors are experienced in self-management and motivated to try something new, a fact that well supports the demands of eLearning;
- e-Learning enables people to choose their own learning speed, as they are not driven by others, and it enables them to repeat things as often as they wish. These factors effectively support the changes in memory processing that occur as we get older. For example, older adults have difficulty in novel situations in which they must respond flexibly to memorise things;
- in addition, it should be emphasized that mentoring and tutoring can be done much more individually in eLearning. A factor that again adapts to the individual needs of older adults;
- competitiveness and pressure to perform amongst course participants, which is often seen as rather a problem in face-to-face offers, is almost non-existent. The pressure of having to keep pace with other participants declines significantly in virtual learning environments. This aspect is of major importance since third agers tend to have less self-confidence and are more afraid of making mistakes. In learning processes, fear leads to increased activity in the amygdaloid nucleus, which decreases cognitive processes;
- mutual support amongst participants in virtual learning communities is one further positive aspect. Community building is supported by personal and technical assistance. Learners are engaged in the whole learning and teaching process and gain self-confidence.
[Source: Held, P. et al [2006]: Gutachten zur institutionellen Verankerung vonAngeboten und zur Bereitstellung entsprechender Bildungsorte und Lernweltenür eLearning im Alter. ILI-Institute für Lern-Innovation, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Adapted accoding to the results of the project eLSe-Academy]
Sónia Hetzner 