The answer to this question is not a simple one. In this growing field, statistics such as these are coveted as the demand increases and the race to develop the best elearning tools perpetuates an air of competitiveness. Additionally, the definition of ‘effectiveness’ is dependent on each organizations’ measurement of success. For some it could be measured in the amount of automation or time vs. resources savings. Others may tie it to productivity such as how quickly sales representatives are up-to-speed and able to generate a profit. In general, participation in elearning is usually dependent on whether it is a mandatory requirement or tied to performance evaluations.
Though the quest for the best elearning tools continues, many are quick to admit skepticism due to faulty implementations. Anecdotally, one expert in the field has seen the spectrum of results from excellent to total failure in over 300 implementations. The failures were a result of organizations adopting elearning implementations with unrealistic expectations (thinking it will be easier and cheaper) or unrealistic attitudes (such as simply throwing the content online in a self-paced format which doesn't work without collaboration and/or mentoring). In the race to the finish, all can agree that one of the keys to success (unless it’s mandatory content) is blended delivery that combines live tutorials with self-paced practice as well as collaboration tools such as simple discussion forums.
Along these same lines, according to an ASTD and MASIE Center Report, “E-Learning: “If We Build It, Will They Come?” (http://www.masieweb.com/external/learning-technology-acceptance-study.html), in order to increase e-learning participation and satisfaction, it is recommended that organizations:
· Use intentional, dynamic, and continuous marketing activities, including traditional marketing methods, such as face-to-face discussions and print advertising.
· Provide the time and space to learn on company time.
· Create a culture that encourages and appreciates e-learning.
· Develop an environment where peer support is widespread.
· Ensure that frustration with e-learning technology is not a barrier to successful e-learning.
· Develop incentives beyond candy bars and meaningless certificates that provide valuable benefits such as career advancement and peer recognition.
· Continue to implement and develop synchronous, collaborative courses that fuel the learner’s fundamental desire for interaction while more closely simulating the classroom experience.
· Blend e-learning with other complementary forms of instruction to attract those who may be uncomfortable with learning via technology.
There are several resources on the web which provide further elearning support and ‘effectiveness’ information:
http://www.astd.org/
http://www.astd.org/TD/
American Society for Training & Development
http://www.ispi.org/
International Society for Performance Improvement
http://www.shrm.org/
Society for Human Resource Management
http://www.bersin.com/index.asp
http://www.bersin.com/research/index.asp
http://www.bersin.com/research/analytics_measure.asp
http://www.bersin.com/research/blended_book.asp
http://store.bersinassociates.com/measurement.html
Bersin & Associates is an organization of senior analysts and consultants with extensive experience in corporate learning, e-learning, talent management, leadership development, enterprise software, and enterprise services.
http://www.masieweb.com/external/learning-technology-acceptance-study.html
Elliott Masie is an internationally recognized futurist, analyst, researcher and humorist on the critical topics of technology, business, learning and workplace productivity.
http://www.skillsoft.com/
SkillSoft’s mission is to maximize business performance by providing learning and performance support solutions that connect corporate strategy and individuals.
http://www.elearningguild.com/
eLearning Guild is a member-driven online information center and Community of Practice where anyone involved in the design, development, and management of web-based educational or instructional content (e-Learning) can identify and access resources needed to ensure that their organizations' projects are successful, engage in a professional peer network, and focus on expanding their own professional skills, knowledge, and expertise.
http://www.futurelab.org.uk/
Transforming the Way People Learn through Innovative Technology and Practice
http://www.goldenswamp.com/
Watching the global golden age of learning emerge from the open Internet
http://www.euracademy-observatory.org/en/observatory_statistics.php
Statistics on elearning providers and recipients in Finland, Germany, Greece, Hungary, Poland, Spain, UK
http://www.euracademy-observatory.org/themedia/File/Survey%20Results/en/Executive%20summary%20of%20survey%20results.pdf
“A European Observatory of the Use of ICT-Supported Lifelong Learning by SMES, Micro-Entereprises & the Self-Employed in Rural Areas”
http://www.clomedia.com/
Chief Learning Officer Magazine
http://www.elearning.b2bmediaco.com/
eLearning! Magazine
http://www.trainingmag.com/msg/publications/training.jsp
Training Magazine
