Amanda’s E-learning Blog

The question of how to deliver employee training is constantly shifting due to the changing nature and improvement in information technology. Previously, training was only delivered through face-to-face instruction, however many companies have eagerly taken on the relatively new form of e-learning.  

Companies wishing to maximise their use of e-learning have done so by, not replacing face-to-face teaching with e-learning, but incorporating the two together. This is called blended e-learning. As stated by Bielawski & Metcalf, ‘Blended e-learning in the most basic sense simply means combining instructor-led training with some form of e-learning to reduce cost or increase performance, preferably both.’  

This review will look at three case studies (BC Hydro, Institute of Directors and Manchester Metropolitan University-Business School), of examples where blended e-learning has been successfully applied and how it affects the staff and the organisation. It also aims to describe the impact on trainers and learners and also to suggest ideas for the future of blended e-learning.Blended e-learning has a variety of advantages to both the organisation and its employees. These advantages include:

• Making learning available for those who can not have 100% attendance
• Students can participate in discussion boards to further their learning
• Instructors are still present/ needed for personal help and guidance
• Adds variety to courses which helps to gain and maintain interest.

Various companies have done this successfully and have benefited from the advantages it brings.

BC Hydro, a Canadian based company, decided that they needed to update their face-to-face training programs. In line with doing this, they needed something that would “maintain high productivity, competence and regulatory compliance, as well as to capture critical skills from senior workers” (Harris, 2006 para. 1).

BC Hydro’s response was to introduce a blended e-learning program into their training and development department. After a period of six months research, BC Hydro decided to employ a range of learning management systems, for example SkillSoft, Questionmark and Centra Symposium virtual classroom (para. 5).

The effect of this on the BC Hydro workplace is most noticeable in the time reduced in regards to training. Programs are developed that give the learners an introduction to the course before classroom training, which reduces training time. The employment of ‘Questionmark’ which is the online testing program, has also dropped the time of testing from two hours down to under 20. This therefore saves time for the learners and trainers and allows time for the higher productivity which was aimed for (para. 7).

TheInstitute of Directors has benefited from the advantages blended e-learning brings to their organisation. When introducing e-learning into their training programs, their aim was to use it to assist face-to-face training, not to replace it.  The Institute approached a company called Academee who specialise in designing e-learning programs for companies. The program was designed as a support site in order to provide help for exam revision. This allowed for the need of face-to-face teaching to continue, however the students had the added bonus of extra help and revision if they needed/ wanted in the form of quizzes, tests, revision and discussion boards (Pollitt, 2006).It was developed at a very basic level due to the audience of those using the program. An advantage of this is that one does not have to have a large understanding of computers to use this program.

The Manchester Metropolitan University’s Business School decided to implement a blended e-learning program into their courses as a solution to a problem of a lack of staff. It was a trial in which students would participate in a one hour face-to-face lecture as well as online discussions and activities which would take the place of the tutorial.The participation in online activities was encouraged by monitoring how often students used the program and offering more advice and feedback to those who used it regularly.By the completion of the subject it was noted that students found the blended e-learning both “challenging and interesting” (Stubbs et al 2006).

These case studies are similar in the results of their blended e-learning programs, all have proven to be of value to the organisation, whether its saving time (BC Hydro), assisting learning (Institute of Directors) or solving a problem (University). They have been well received from the learners and management above them and will continue to be used in these organisations. They differ in regards to the amount of reliance placed on the e-learning programs. For example, at theInstitute of Directors, the e-learning aspect is only used as a revision tool for exams and to assist in the face-to-face learning. Where as, at the University, although it is assisting the face-to-face time of the lectures, it has also replaced what used to be face-to-face time in tutorials.There are a few areas where an attempt at blended e-learning can be implemented incorrectly into an organisation. This can be harmful to the company causing a loss in profit, time and effort. Examples of how this could occur include:

• Lack of a needs analysis or incorrect assumptions of competencies made
• Low level of acceptance by employees/ learners
• Developed at a level too technologically advanced for the users (or not advanced enough)
• Too much emphasis on e-learning and the use of computer technology rather than an integrated approach.

In cases such as these, the e-learning situation needs to be redesigned to better serve its function and to fit into the category of blended e-learning. Educators/ practitioners need to be aware of these issues and have ways of overcoming them.

For example encouraging those who are by not technologically confident by gradually introducing them to new ideas and technologies can help to over come any fears which would constrain their use of these new programs. Also by using a correct amount of both e-learning time and face-to-face time can be encouraged by the educator, in order to keep the learning interactive.

In the last twenty years the increase in computer technology has been projected into the lives of unsuspecting learners. Not many would have expected the .com boom to affect their process of learning in such a manner that it has. Therefore it is difficult to make any clear predictions about the future. However a projection I feel comfortable making, due to research in this subject is that the use of blended e-learning will be increasingly employed by learning organisations in the future.

By looking at these three case studies it can be concluded that blended e-learning is a global process that is being taken on in a variety of different countries as well as a variety of different organisations (ie. Learning organisations and businesses) in order to increase efficiency regarding learning. These three case studies have shown how blended e-learning is often a vital part in training and development in companies (BC Hydro, Institute of Directors) as well as in learning institutions (The Manchester Metropolitan University’s Business School). They show that e-learning is best used to assist the teaching and not as a replacement and should be used in moderation and that it is also most effective when the e-learning component is developed with the learners in mind, such as what was done at the Institute of Directors. In conclusion, blended e-learning in organisation has proven to be an effective way of assisting trainers/educators in teaching and to enhance student learning.References:Bielawski, L. & Metcalf, D. (no year available) Blended E-learning: Integrating knowledge, performance support and online learning. From http://books.google.com/books?hl=en&lr=&id=Qblf7tNJKpgC&oi=fnd&pg=PP13&dq=blended+e-learning+definition&ots=7kiX7ZFVet&sig=T8mY3q4pYhnrfJvwGTSuMj3tcpY#PPP1,M1 Accessed 25/09/2007 

Harris, P. 2005, ”
Canada’s BC Hydro Ties Learning to Performance”, Learning Circuits, viewed 13 September 2007, <http://www.learningcircuits.org/2005/aug2005/harris.htm>.

Pollitt, D. 2006, “Today’s blend for the executives of tomorrow”, Training & Management Development Methods, Vol. 20, Iss. 2; pp. 615-618.

Stubbs, M., Martin, I. & Endlar, L., 2006, “The structuration of blended learning: putting holistic design principles into practice”, British Journal of Educational Technology, vol. 37, no. 2, pp. 163-175.