APPENDIX A_Four Levels of E-Learning.docx

APPENDIX A

Four Levels of E-LearningThis information was taken from the Elearning Guild’s Online Forum Presentation: Levels of Interactivity and Determining What’s Appropriate, 2007

· Minimal learner control of course environment

· One-way presentation of content from computer to learner

· Typically e-reading or e- listening

· No or minimal practice and feedback

· Linear

· Active learning

· Basic learner control of course environment

· Basic practice and feedback

· Use of simple scenarios

· Non-linear

· Requires learner to demonstrate content knowledge and apply that content

· Active learning

· High learner control of course environment

· Advanced practice and feedback

· Use of complex scenarios

· Non-linear; may include simple branching

· Requires learner to apply content and make decisions

· Highly active learning

· High learner control of course environment

· Non-linear; multiple paths/branching

· Requires learner to make complex decisions

· When poor performance occurs, learner receives remediation

· May include objects/ interactive tools that the learner provides input to or manipulates to see different results

· Content is largely awareness or knowledge based.

· Content is procedural in nature, and learners just want a “show me” presentation.

· Content is largely rules based.

· Content addresses one-dimensional business problems that require authentic representation and practice.

· Course may also serve as a reference (i.e., learners return to the course over time).

· Content includes multiple inter-related concepts that are required to make decisions.

· Content addresses multidimensional business problems that require authentic representation and advanced practice.

· Course objectives are better fulfilled via more complex scenarios.

· Course may also serve as a reference (i.e., learners return to the course over time).

· Business problem is complex and multifaceted.

· High degree of realism of business situation is required.

· High-level, advanced decision-making skills are involved.

· “Safe” environment where people can learn from their mistakes in a simulated environment is beneficial.

· Linear navigation structure; “gating” often used

· Text with simple graphics (stock photos or clipart)

· Video (stock, linear, and minimal production)

· Talking head video and slide shows

· Content presented in the context of real business problems (problem-based approach)

· Flexible navigation structure

· Text with graphics (stock photos or clipart, plus some custom graphics)

· Basic multimedia presentation such as rollover graphics and simple, narrated animations

· Content presented in the context of real business problems (problem- based approach)

· Flexible or customized navigation structure

· Text with graphics (custom photos and custom graphics)

· More complex, narrated animations

· Advanced multimedia- based presentation, such as interactive animations

· Content not so much presented as experienced through interaction with a variety of realistic situations

· Navigation within simulated work environment

· Text with graphics (custom photos and custom graphics)

· Advanced multimedia-based presentation, such as interactive animations

· Heavy emphasis on content presentation, little emphasis on context

· Use of simple examples and non-examples

· More emphasis on application objectives

· Use of examples and non-examples; cases studies

· Use of simple scenarios

· More emphasis on application and transfer

· Use of examples and non-examples; case studies

· Use of complex scenarios

· More emphasis on application, transfer, and reflection

· Tasks with greater complexity

· More discovery learning

· No feedback or simple correct/incorrect feedback

· Text-based, multiple- choice-type questions

· Simple quizzes, games, or other multiple-choice exercises

· Practice largely knowledge and identification based

· Correct/incorrect feedback and best answer

· More complex practice opportunities

· May use Flash-based multiple-choice, drag- and-drop, or other kinds of activities

· May include software simulations

· May include multi- branching exercises

· Decision and application-based practice

· Informative feedback

· Often remedial instruction or indication of sections of course to review

· Simulation-based practice opportunities

· May use Flash-based multiple-choice, drag-and- drop, or other kinds of activities

· Includes multi-branching exercises.

· Complex practice in which learner experiences consequences of choices or answers

Note: This matrix assumes e-learning is self-paced, self-directed, asynchronous e-learning. Other forms of interactivity (online discussion forums, on-the-job, mentoring, or classroom experiences) that may precede or follow the e-learning are not included here.