E-Learning 1.0

Terms of Engagement: Keeping Learners Online
By Jim Elsenheimer

Keeping learners engaged is critical to the success of any training program. Five key elements can determine how well a Web-based training program engages learners: entertainment, interaction, control, usability, and customization.

The current popularity of e-learning and blended learning solutions has created a kind of "If you build it, they will come" optimism. Many companies rush to put training on the Internet without proper attention to the special requirements of the medium. The challenges of the Web dictate the caveat, "They may come, but they won't necessarily stay."

Delivering learning solutions online can be efficient and powerful, but also a constant battle to hold learners' attention. The World Wide Web is flashy and engaging; Web users expect material to be interesting and interactive. They’re accustomed to quickly scanning text for information that meets their immediate needs. If a site appears dull or irrelevant, they’ll drop it in an instant. This isn't your typical classroom, but it describes the attitude and behavior of a growing number of your learners.

Whether your WBT program will be used stand-alone or in a blended learning solution, whether courses are purchased off-the-shelf or custom-developed, WBT must not only grab a learner's attention, but also hold it throughout the session if learning is to occur. It’s not enough to transfer presentation slides or existing computer-based training to the Web. WBT must be specifically designed to stimulate and engage learners on the Web's terms.

These five “terms of engagement” can help you keep learners online and on task.

Entertainment

Any learning offerings on the Internet or an intranet must have entertainment value. Pages of plain text and line drawings are simply not sufficient to create interest and retain learners accustomed to the flash and dazzle of the Web. Aside from possible technical limitations of your audience’s equipment, there is no reason not to employ multimedia elements.

Entertainment is largely a function of sensory stimulation--but remember that your purpose is to teach, not just to stimulate. The use of media should advance the purpose of the instruction, not create a distraction to it. It’s easy to be blinded by the dazzle, so you have to ensure that the message comes shining through. Yes, you want to be entertaining, but entertain with a purpose. Ways to do that include

Backgrounds and borders. Supporting element design must be visually compelling, but it can’t afford to make other elements illegible or distract the eye. Subtle imagery and a pleasing palette add visual interest without overpowering the message.

Graphics. Colorful 2-D or 3-D images capture learners' attention and imagination. Dimension adds warmth and impact and creates a more intimate experience for the learner.

Photographs. Photos provide visual dynamics and real-world relevance. Some even say they’re worth a thousand words.

Animation. Motion enlivens content, and even simple animation has entertainment value. Animation can clarify concepts that text alone cannot convey.

Sound engages another of learners’ senses. Narration should be limited to 15 to 20 seconds per page or element and should directly address the learner for greatest effect. Sound effects provide dramatic impact and another layer of realism to practical exercises and simulations.

Video. Video combines the best features of image, motion, and sound. Even when facing bandwidth hurdles, short, well-targeted video segments can present engaging demonstrations for greater meaning and relevance.

Themes and progressive storylines. These non-media elements can create drama and engage learners. A theme such as travel or sports can be applied to present or unite concepts and provides for a wealth of associated media possibilities. Storylines such as solving a mystery or “a day in the life” provide cues for linking lessons and content together in a learner’s mind. (For more on themes, see “Themes Add Creative Spark to Online Classes.”

Interaction

The simplest form of WBT design is a page-turner program; it’s also the least engaging. Good WBT doesn't just present material to learners, it actively involves them in the learning process. In the absence of an instructor or peers, interaction is achieved by creating frequent points where the learner must respond to or take initiative within the program.

Gone are the days when a multiple-choice question every four or five pages could suffice for learner interaction. The expectations of today’s learners, and the power of today's software, dictate greater interaction in more numerous forms. Creative WBT design can apply interactions on virtually every page, keeping learners active and engaged. Basic interaction techniques include

Rollovers. A learner rolls the mouse over designated text or portions of media elements to get pop-up text that provides further information.

Hot text and click zones. A learner clicks on designated text or portions of media elements for further information. The interaction can trigger pop-up text, image changes, additional features, or links to information both inside and outside of the program. Media-based click zones can even be sequenced together to create low-budget animation or system simulation.

Drag and drops. A learner clicks on a graphical element and moves it to another location on the page. Although most commonly used for creating matching questions, this technique can enable learners to sequence procedural steps, build (literally) concepts, select the appropriate tools for a job, or even troubleshoot (for example, for electronics troubleshooting, moving the proper probe to the appropriate test point).

Questions. Asking questions is a time-proven approach for getting learners thinking. Basic question types include multiple-choice, true or false, and matching. Combine these with graphics, photos, sound, and video, and the possibilities are limited only by the designer’s imagination. Additionally, the use of click zones with questioning enables learners to truly demonstrate their knowledge and skill.


Control

Modern learners don't want to be prisoners of a restrictive program. The liberating aspect of the Internet is that it empowers individual users to control their access to the online world. In the e-learning environment, WBT needs to incorporate greater freedom of access for learners to training and information. Learners who play a direct role in managing their learning remain more invested in the process. Ways to make that happen include

Course selection and progression. Learners often understand their needs at least as well as managers do, so they should be allowed more input into the selection and scheduling of courses. Making learners responsible for their progress (and giving them the tools to manage their training) empowers them and increases motivation.

Menuing. Forced-sequence progression should be considered a cardinal sin, even if lessons should be taken in a prescribed order. While total menu freedom may not always be appropriate (or practical), employing progress or completion flags can suggest appropriate pathways. Learners want to access material quickly and efficiently, so content should be no more than three clicks from the main menu.

Lesson length. Learners should also have the ability to exit material as necessary. WBT, especially when presented at a learner’s workstation, competes with other duties for the learner’s time and attention. Small instructional chunks of no more than 15 to 20 minutes enable learners to work more training into their day. Learners are less likely to commit to a single two- or three-hour block of time than they are a series of shorter training segments, even if the segments end up being taken in a single sitting.

Performance support. Delivering training over the Web provides the possibility for training anyone, anytime, anywhere. Training events evolve from “when available” to “when needed,” and can be presented to learners when their motivation is at its height--when they need to apply information. WBT, or elements from it, can be designed for ongoing availability as performance support tools.

Usability

As programs introduce more interaction and freer control, it’s critical that all elements remain user-friendly. What may be intuitively obvious to designers and programmers may not be to the actual users. If learners can’t figure out what to do, they won’t stay learners for long. Frustration has the opposite affect of engagement, leading to abandonment before completion. (For more on usability in online courses, see “Web Course Usability.”) Important elements include

Instructional design. Usability begins with sound instructional design. WBT must be sharply focused so it doesn’t waste time or become tedious. Instruction, interactions, and activities must all have a “what’s in it for me” relevance. Solid instructional design generates a program that flows naturally and nails the objectives.

Tutorial/Help. Features, functions, and special interaction types employed in the WBT should be explained up front so the learner doesn’t have to guess or experiment. (The instructional purpose of an interaction is lost if the learner can’t figure out how it works.) A short tutorial, or help elements, should be presented the first time a learner accesses a program. It should also be available at any time from any place within the program so learners can get assistance when needed.

Prompts. Every page must identify what’s available to and expected of the learner. Types of prompts include interaction (for example, “Click the links for more information”), input (for example, “Enter the customer’s phone number in the TN field”), and navigation (for example, “Click Next to continue”). Simple, obvious prompts make a program easy to use and minimize learner frustration.

Standards. The more broadly features and other elements are standardized across pages, lessons, courses, and curricula, the less learners will struggle with knowing what to do. Using a few consistent, well-designed interaction types are much better than having unique requirements for every page. You want learners to learn from the program, not spend their time learning how to run the program.

Customization

Few things are more pleasing than having something created especially for you. WBT is no different. Learners want a strong sense of relevance from their training. Material that is too generic or that contains inappropriate topics isn’t as engaging as material that focuses on exactly what the learner needs. Customization enhances engagement by connecting with learners at the personal level. Examples include

Content customization. WBT has great potential for customizing the content presented to a learner. For example, a course covering five types of equipment would present just the items relevant to a learner's location, role, or needs. At the simplest level, this can be accomplished with designations on menus that identify relevant material. At a more sophisticated level are courses tailored to individuals through the use of learning objects (RLOs, RIOs, and so forth).

Learning style customization. Preferred learning style is another candidate for WBT customization. Learning theory tells us that people vary in how well they learn from text, audio, and visuals. WBT programs can be designed with the ability to emphasize one style over another. For example, a learner could choose to have content presented as text rather than audio narration, or visuals could be displayed more predominantly than text on the screen.

Environment customization. Online programs designed with consideration to the learning environment enable learners to customize the look of the WBT to match their personal preferences. Learners can choose from a selection of colors or themes in a manner similar to personalizing a PC’s display. Customization of the learning environment doesn’t need to affect the training content but can frame it in a manner that is more pleasing and engaging to the learner.

Engagement is a critical factor in any training environment, and especially so with WBT. Programs designed to actively engage learners at multiple levels stand the best chance of retaining learners and achieving instructional goals. When assessing a WBT program’s “terms of engagement,” answer these questions.

• Does the program stimulate the senses?
• Does the program require the learner's active involvement?
• Does the learner have freedom of movement?
• Can the learner tell what to do on every page?
• Is the program relevant, flexible, and personal?
  

Published: February 2003