Five Web-Based Training Perils--and How to Avoid Them

Five Web-Based Training Perils--and How to Avoid Them
By Kevin Kruse

Avoid these common pitfalls when migrating to Web-based training.

The online learning revolution is being driven by the many benefits Web technologies offer over traditional delivery methods. With a gold-rush mentality sweeping the field, however, many organizations are moving quickly--but not necessarily wisely--to embrace Web-based training. Inexperienced developers are making rookie mistakes or, even worse, repeating mistakes made since the early days of multimedia learning. The mistakes described below are the five most commonly seen as organizations embark on e-learning initiatives.

Peril #1: Replacing printed manuals with WBT

With all the hype surrounding online learning, some organizations are rushing headlong to get everything converted to Web delivery--or even worse, mandating that all training activities become "e-learning events." When the move to WBT is made in response to internal political pressures or out of a fear of being left behind, this sort of blind rush ensues. It often leads to Web publishing of training manuals that would better serve learners in printed form.

In fact, printed instruction manuals are portable and easy to read, allowing one to catch up on reading while flying, staying in hotels, or even while lying in bed at night. In these situations, being forced into a Web-based computer experience in order to "read" material may be impossible, expensive, or inconvenient. In addition, the fact that computer monitors offer lower resolution than the printed page leads to greater eyestrain and fatigue.

The value in converting printed manuals into an online format comes only from the opportunity to redesign the material to take advantage of the new media. Specifically, e-learning offers the opportunity for documents of static information to become interactive, instructionally sound tutorials. But this value is realized from the redesign process, not from the Web technology.

Peril #2: Substituting CD-ROMs with WBT

Another common mistake is to assume that WBT should be the only technology-based delivery system. I've heard several clients talk about the fact that it's a good thing they never rolled out CD-ROM capability to their learners because they can now "leap frog" that technology with WBT.

The reality is that CD-ROMs are still excellent for programs that depend on multimedia. Despite the fact that video on CD-ROMs doesn't rival the experience we have while watching television, it's a lot better than the average Web-based viewing experience. Despite the breakthroughs in Web-based streaming media, most learners today are still faced with bandwidth limitations that result in postage-stamp-sized video windows.

The figure below shows a simple decision matrix that can help determine whether a CD-ROM or the Web is the right delivery method. The horizontal axis plots the need for video and audio, while the vertical axis plots the likelihood of changes to the content. If you think your content will change more than once a year, you should consider it a frequent update. When determining the need for video and audio, think carefully about the true value it brings to your program. While talking-head narrators are nice to have, using text and graphics instead probably won't change the learning outcomes. However, if you're training people in certain behaviors, such as selling skills, coaching, or interviewing, the ability to view videoclips of model behaviors in realistic scenarios is beneficial.

Peril #3: Using technology unavailable to learners

Here are two examples of training program failures I've heard about in the past three months:

A large hotel chain completed a $250,000 online learning project and discovered that the computers in their hotels weren't able to run the finished software.
A large pharmaceutical company invested $1.5 million to create a series of multimedia tutorials to teach human anatomy to their sales representatives. The high-end, three-dimensional animations were truly amazing--and many were amazed again when these animations couldn't be viewed on the three-year-old laptops used by the sales force.

In these cases, and many others that I've encountered, the project managers have forgotten three cardinal rules of Web-based training:

Identify the technical limitations of learners' computers early in the process.
Design to accommodate the lowest common denominator.
Test the design early in the project life cycle.

This should be "project management 101," but many training professionals are hoodwinked by vendors eager to land a new account. During the demo phase of a sales pitch, vendors often show cutting-edge programs filled with bells and whistles, along with guarantees that the technology used is "standard" or "easily deployed."

There's no doubt that the latest Web technology adds tremendous value for online learning, but if it isn't evaluated carefully, it can become a barrier to program implementation. Some common things to watch for include

Java. This is a language (not to be confused with JavaScript) that transfers a small program called an applet to an end-user's computer. Due to security and virus concerns, many organizations prohibit Java applets from entering the corporate firewall (which would render the training program inoperable).
Plug-ins. Commonly used plug-ins include Shockwave and Flash for graphics and animation and Acrobat for document viewing. If users do not already have these plug-ins installed on their Web browsers, they'll be unable to run the program. In some cases, plug-in setup is easy and transparent; but again, many organizations have policies against their use.
Streaming audio and video. Everybody wants to deliver multimedia via the Web, but the reality is that few organizations are providing the high-speed bandwidth truly necessary for it. Most Web-based video still suffers from small viewing windows, dropped videoframes, and choppy audio.

Peril #4: Designing a weak user interface

When students complain about WBT, it's often not the training they object to but the confusing menus, unclear buttons, or illogical links. How many times have you been using software or surfing the Web and wondered, "What am I supposed to do now? Did I see everything there is to see? How do I get out of this thing? What's it doing? Is it hung up or should I wait longer?"

Probably the single most neglected topic in the field of technology-based training is the interaction between learners and computers. Bad practices in CD-ROM development have gotten worse as we've moved training to the Web. While much attention is spent on instructional design and technology, the way in which learners navigate the system frequently seems to be an afterthought. Solve the most frequent interface problems by using the following tips.

Minimize the need for scrolling windows. Although most users are now familiar with Web navigation and using the scrollbar, it's still a good idea to keep individual pages short and the most critical information toward the top of each screen.
Don't let learners get lost with hyperlinks. It's easy to become lost or confused when jumping from link to link. If a link jumps the user to a new lesson or section of the program, make sure that the new lesson name is clearly displayed on the screen. If the link provides access to more detailed information or to a deeper level of access, then only move one layer deep or consider the use of pop-up windows.
Use consistent visual cues. The look and location of buttons and hyperlinks are fundamental to the user's understanding of how the software works. If you change a button's appearance or location, users may think that they're seeing a new button with a new function. Also, be careful with text formatting in WBT. Since hyperlinks are typically shown as blue, underlined text, you should avoid underlining regular text for emphasis; use bold or italics instead.
Provide guidance and feedback. When in doubt, add additional information to guide the user. For linear tutorials, always include screen counters (for example, "page 3 of 10") or other ways to track progress. Make sure all screens show the current lesson or module title. Error messages should include guidance for fixing the error, not just a message that an error has occurred. Finally, provide a visual history of the learner's progress, including checkmarks for completed lessons, a bookmark function, and score tracking of assessments.

Peril #5: Eliminating human facilitators

Most organizations are moving into online learning with asynchronous training programs. In other words, self-paced training modules are delivered without additional support or guidance from a live instructor. This is the logical extension of the CD-ROM experience to the Web, which comes with the additional advantages of eliminating duplicate costs, being easy to update, and tracking student usage easily. But to get optimal results, a human element should be included in the instructional experience to provide encouragement, guidance, and assistance when needed.

In a high-bandwidth environment, live Web-based interaction can be used to bring the facilitator to the desktops of the learners. Using a concurrent phone conference or Web-based audio, students and instructor can interact in real time.

Even without synchronous tools, an instructor or coach can be added to the mix through the use of online discussion boards. A simple threaded discussion board or a private chat room can provide an opportunity for students to collaborate on homework. Many distance learning programs sponsored by universities have been using email as the method of communication between students and professors. At the very least, asynchronous training programs should have a help option that includes emailing a question to the subject matter expert.

WBT offers many benefits but can be perilous to instructional results if it isn't implemented properly. Although still an emerging field, much is already known about what works and what doesn't with online learning. Following the guidelines above will go a long way towards guaranteeing Web-based training programs that get real results.

Published: March 2000

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Kevin Kruse is a principal of Raymond Karsan Associates, a provider of technology-based training solutions. He is also the author of Technology-based Training: The Art and Science of Design, Development and Delivery.