Then and Now: eLearning From the 2000s and Today
By 02 Sep 2019
eLearning has come a long way since it’s conception in the late 90’s/early 2000’s. What was once pushed back on by academics is now widely accepted as the most effective and cost-efficient method of training and development for business. Whilst still referred to as ‘eLearning’, courseware used in the late 1990’s is very different to what we see in organisations in 2019. This post looks at 3 of the key developments that have led to eLearning becoming what it is today and why Global Industry Analysts are projecting it to be a a $325 Billion industry by 2025.
Goodbye Text
Initial courseware was essentially electronic copies of textbooks with pages and pages of text for the learner to read. Overtime developers began to understand that this was not the most effective information delivery method and that by using a combination of mediums such as video, audio and gamification to provide information, they could create courseware that would engage with a far larger audience – something that was not possible with traditional textbook learning. This combination style learning is what we most commonly see in courseware today.
Unlimited Access
One of the major barriers which eLearning faced in its earlier years was access. While personal home computers became more common in the early 2000’s, home internet connections were still rare and those that did have it, were using slow, dial up services. This meant that although training had gone online and therefore become far more convenient, there were still several restrictions in place. Nowadays learners have access to the internet wherever they go, with fast fibreoptic connections at home and at work and 4g or even 5g connections on their smart device in-between. This massive increase in access means that eLearning courses can now be completed from almost anywhere, at any time.
Feedback and Reporting
Initial eLearning was for the most part a one-way street. The courseware would be provided to the learner for completion, but there was little means of support digitally. Early courseware also did not include assessments and feedback on learner performance to the course administrator. Through the rise of more and more advanced LMS platforms, learners now have access to a range of support pathways such as virtual assistance, live chat functions and social platforms with other learners. Inbuilt assessments now provide course administrators with an instant overview of a learner’s comprehension and can flag if further training is required in any areas. Advanced reporting tools also enable an administrator to receive detailed reports on various groups and even individual learners.