Implementation of E-

Learning Modules in
Training and
Development

Reflective
Journal
Submitted By
Abhinav Jain
H15001
 Implementation of the e-learning modules in the training and development.

The topic that I have chosen for the Reflective Journal is the implementation of e-learning
modules in Training and Development. With the coming of Millennials into the workforce and
major advances that have taken place in technology more and more companies are looking at
e-learning programs to reduce the expenses in learning and development. In addition to the cost
benefits employees also benefit from the additional flexibility that the e-learning programs
provide in terms of time and space. I have decided to answer four basic questions in the
reflective journal. These are:
1) How to decide which modules should be selected for e-learning.
2) Difficulties that are faced in implementation of an e-learning module.
3) Sensitivity of the organization specific data in the e-learning modules
4) How to measure the effectiveness of the e-learning training program.

The primary source of research for all the questions was going through articles and research
papers on e-learning. The links to these articles and research papers is provided in the
references section at the end.

1) How to decide which modules should be selected for e-learning.

Developing e-learning program is more expensive than preparing for a classroom training. This
is primarily due to the fact that multimedia costs involved. This is contrary to the belief that e-
learning courses can be a great way to reduce the training costs for the organization. So the
decision of which modules and programs to take online is a critical one. A lot of thought has to
be given to this by the HR department especially the learning and development team. The
studies indicate that the initial development costs of the programs can be very high but over
time cost advantages can be obtained. The training programs that need to be conducted
regularly without much change in content should be the ones that should be chosen by the
company for e-learning. In sectors like banking where mandatory regulatory trainings have to be
given to the employees are an example of the training programs that should be taken online.
Another aspect that should be considered is the usage of training programs. If a training
program for product knowledge is made available online for the sales employees then this
can be beneficial for the company. This is because sales employees travel a lot and it is difficult
to schedule training programs for all sales employees at the same time. Another aspect is that it
will help the sales employees to refresh the knowledge and clear any doubts about the product
before a crucial client meeting. Just-in-time knowledge will be the outcome of this. This
flexibility will be a great help for the sales employees and will be beneficial for the results that
the company wants to achieve. E-learning programs can also be selected for developing
cognitive skills. Thinking skills can be developed in the cognitive domain because these skills
can be built “by doing” and interactive programs can help in that. Appropriate feedback should
be given to the trainee to achieve the best results.
2) Difficulties that are faced in implementation of an e-learning module.

One of the problems that companies face when they implement an e-learning program is
ensuring that the employees complete the program is the sequence that will help in proper
transfer of training. Because employees may skip certain parts of a training program when it is
available online they may not get the all the desired benefits. Getting the top management
approval for e-learning implementation is also a difficult task. The additional server costs that
the company has to bear because of making the programs online is usually questioned by the
top management and the IT department. Another difficulty is ensuring that the target group for
the training has access to computer and communication equipment and whether the have
the right skill set to use them. Millennials usually do not face an issue but the older employees
do express uneasiness in this regard. So a well designed and implemented e-learning program
can be a complete failure if the end user of that is not comfortable with the use of technology.
Another issue is that many instructors are not comfortable in delivering e-learning training
programs. As there is limited or almost no interaction with the learners delivering an effective e
learning programs becomes a difficult task. The trainers must first be trained on how to deliver
an online training program and ensure that the intended knowledge gets transferred. This might
be an additional cost and may hinder the movement of the company towards e-learning.
Retention of knowledge is also an issue in e-learning training programs. As it is highly likely
that there might be several breaks that a person before he/she completes an online training
program the outcomes and impact on the job is questionable.

3) Sensitivity of the organization specific data in the e-learning modules

While designing the content of the e-learning modules it is essential to keep in mind that there is
a potential threat of data leak through these. Because employees can access the courses from
anywhere it is possible that a competitor gets access to this data. The flexibility that e-learning
provides has this major drawback. Organizations should try and keep the data as general as
possible in most of the training programs. In training programs where organization specific data
has to be shared additional steps should be taken to protect this information. Security policies
and mechanisms in online learning must support authentication, authorization,
confidentiality, and accountability (Cardenas & Sanchez, 2005; Agulla, Rifon, Castro, &
Mateo, 2008). Authentication means that the access to the data should be restricted using
passwords. Authorization means that not all information on the LMS will be available to all
employees. If an employee wants to attend a e-learning program he will have to get
authorization. A confidentiality clause should be signed by all employees who have been given
access to an organization's resources. Strict action should be taken by anyone violating this and
this should be communicated to the employees at the time of granting the access.
4) How to measure the effectiveness of the e-learning training program

There are three basic questions to be answered when we measure the effectiveness of e-
learning training programs. These are:
How is the effectiveness of e-learning programs defined?
What makes e-learning programs effective?
How is the effectiveness measured?
“Learning outcome” is the most used way of defining the effectiveness of e-learning programs.
The other ways in which the effectiveness was defined by organizations are Transfer
(application to practice), perceived learning, skills and competency, attitude, satisfaction,
learning retention etc.
The factors that helped in making e-learning programs effective were categorised according to
the context in which the e-Learning solution was used, the artefact (the e-Learning solution
itself) and the individuals that used the artefact.
In terms of context the key factors that make e-learning programs effective are resources (time,
technology, space). Support from managers is also a key factor so that the person is able to
apply whatever he/she learns in the work that he/she has been assigned. This is a critical factor
that makes e-learning effective in improving performance and changing behaviours.
With regards to individual factors, the papers generally agree that effectiveness varies
according to individual differences (e.g. Armatas et al, 2003; Aydoǧdu Karaaslan, 2013).
Some papers refer to learner characteristics broadly and others discuss particular issues
relevant to their study. Two mentioned characteristics are ‘age’ and ‘previous online
experience’.
‘Transfer (application to practice)’ is sometimes evaluated through the participants’ self-
assessments: ‘Outcomes were measured across levels 1 to 3 of Kirkpatrick’s hierarchy of
educational outcomes, including attendance, adherence, satisfaction, knowledge and self-
reported change in practice’ (Maloney et al, 2011)
The literature study reveals that the most common way to measure effectiveness is through
quantitative pre and post-testing.(Boghikian-Whitby and Mortagy, 2008)
Quantitative measurements were most commonly used by organizations and a very small
number of companies went for qualitative methods to measure the effectiveness.
Although through research it was found out that applying purely quantitative measures to
predefined learning objectives does not allow researchers and practitioners to discover the
unexpected and unintended transfers to practice. Including open-ended qualitative questions in
surveys can substantially improve the validity of such approaches. Self-assessment can give
researchers and designers quality feedback on the effectiveness of the e-Learning solution.
 References
1) Ejel-volume13-issue4-article438
2) Retention in Online Courses: Exploring Issues and Solutions--A Literature ReviewSAGE
Open January 5, 2016 6: 2158244015621777
3) Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation
Among Naval Academy Undergraduates Journal of Advanced Academics August 1,
2009 20: 568-601
4) Perspectives and challenges in e-learning: towards natural interaction paradigms

● Virginio Cantoni, , Massimo Cellario, Marco Porta