Promise and Pitfalls: Poast's Comments

There are three sections of chapter 1 that stand out and all tie into each other:
1. e-Learning Development Process (p 13)
2. Is e-Learning Better? Media Comparison Research (p19)
3. e-Learning: The Pitfalls (p 24)

Since I am currently looking for employment in the field of instructional design I am very interested in how companies approach training and how impacts the bottom line. Many of the comments I make will related to the corporate setting, so while my background is in K-12 education, my focus for this course will center on corporate training.
In e-Learning Development Process, the authors point out the return on investment (ROI) on all training initiatives and how it will ultimately impact performance and organizational goals. In order for training to be effective there must be an analysis of worker knowledge and skill related to performance outcomes. While training may be necessary, it is important to analyze what type of training will be most effective for the desired outcome. This ties into the second section of interest, Is e-learning Better? Media Comparison Research. The authors list five types of content in e-Learning: Fact, Concept, Process, Procedure, and Strategic Principles (p 15). But what is the best way to deliver instruction so that employees understand the content and utilize it for increased performance? It is mentioned both in the text and this week's article reading, Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies, that there are studies showing little difference in online versus face-to-face learning. Does that mean one is better than the other. I say that depends on the circumstances. If not for online learning I, as many of you, would not have the opportunity to participate in the EDTECH program at Boise State. The program is unique and it is hard to find an equivalent anywhere in the country (believe me I tried). So for our circumstances it works. In Columbus, Ohio the department of Public Safety saved hundreds of thousands of dollars by putting much of their training online. The money saved helped to keep fire-fighters and police-men/women from getting laid off. In some schools it may not be financially responsible to spend the money necessary for online courses. But it could be financially responsible to provide online resources for students and teachers to support and enhance learning. However, it is important to stay away from the "pitfall" mentioned on pages 24 and 25: Losing Sight of the Job and Media Abuse.
Analyzing the target audience, what they know, what the don't know, and what they need to know is key in developing effective instruction. It is important to always keep the learner in mind when designing course content and instruction. But it is just as important to understand what message you as an instructional designer are attempting to communicate. Losing sight of that message can result in lost revenue, lower student achievement, and frustrated stakeholders.

When it comes to what type of media to use to deliver your message remember; just because you can, doesn't mean you should. Understanding your target audience can help in deciding the best way to send your message, but it is most important that the message is received. Too much technology can get in the way of the content and stifle learning. Whether in face-to-face or online settings, the learner must feel comfortable in the learning process. Effective instruction is striking a balance between engagement and content. Too much either way and the message can be lost.


References:

Clark, R. C., & Mayer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd ed.). Pfeiffer.