What is eLearning?

Understanding eLearning is simple. eLearning is learning utilizing electronic technologies to

access educational curriculum outside of a traditional classroom. In most cases, it refers to
a course, program or degree delivered completely online.
There are many terms used to describe learning that is delivered online, via the internet,
ranging from Distance Education, to computerized electronic learning, online learning,
internet learning and many others. We define eLearning as courses that are specifically
delivered via the internet to somewhere other than the classroom where the professor is
teaching. It is not a course delivered via a DVD or CD-ROM, video tape or over a television
channel. It is interactive in that you can also communicate with your teachers, professors
or other students in your class. Sometimes it is delivered live, where you can
“electronically” raise your hand and interact in real time and sometimes it is a lecture that
has been prerecorded. There is always a teacher or professor interacting /communicating
with you and grading your participation, your assignments and your tests.
Benefits of eLearning
Your schedule, your pace, your place. If you can maintain the necessary self-discipline, the
benefits of eLearning are almost too numerous to count. You can cover the material when
you have time, go over it as often as you need, all without traveling to the classroom.
There are no parking problems or expenses, transportation fees, athletic fees, housing and
food service fees, plus you can take the class from any location with internet access. There
have been many studies showing that eLearning students retain the material to a
significantly greater degree than face-to-face instructor led classes. The content delivery is
consistent and can be easily repeated if needed to gain a better understanding.

What is synchronous and Asynchronous Learning?

What is synchronous learning?

Synchronous e-learning involves online studies through chat and videoconferencing. This
kind of learning tool is real-time. It is like a virtual classroom which allows students to ask,
and teachers to answer questions instantly, through instant messaging, which is why it is
called synchronous. Rather than taking lessons alone, students associating themselves with
synchronous e-learning software or online courses can easily interact with fellow students
and their teachers during the course.

Examples of synchronous e-learning are online chat and videoconferencing. Any learning
tool that is in real-time, such as instant messaging that allows students and teachers to ask
and answer questions immediately, is synchronous. Rather than learning on their own,
students who participate in synchronous learning courses are able to interact with other
students and their teachers during the lesson.
The main benefit of synchronous learning is that it enables students to avoid feelings of
isolation since they are in communication with others throughout the learning process.
However synchronous learning is not as flexible in terms of time as students would have
to set aside a specific time slot in order to attend a live teaching session or online course in
real-time. So it may not be ideal for those who already have busy schedules.
 Student Engagement
In addition to videoconferencing, webcasts, and telephone conferences other
examples of synchronous technology types include virtual worlds and chat rooms
(Er et al., 2009; eLearners.com, 2012). In order to successfully participate in these
environment students must be engaged in student-learning, which is the most
important learner characteristic a student can demonstrate.
 Synchronous Collaboration
Studies show that the higher a learner perceives the level of collaboration the more
satisfied they are with e-learning overall (Diaz & Entonado, 2009; Er et al., 2009).
In both the traditional and online classroom environments, interaction and
collaboration are identified as a major factor in successful learning outcomes (Bonk
& Zhang, 2006; Martinez-Caro, 2011. In an online learning environment the
teacher’s role becomes more about facilitating, guiding, and motivating the learner
(Diaz & Entonado, 2009) and can be successfully achieved through feedback and
collaboration.
 Instructional Pacing
Online learning environments provide flexibility and offer students personalized
learning opportunities (Lorenzo & Ittelson, 2005). Students learning online have the
opportunity to express their thoughts without judgment or interruptions (Er et al.,
2009). Online learning experiences can be developed to provide advanced
educational opportunities for the learning needs of individual

What is asynchronous learning?

On the other hand, Asynchronous learning can be carried out even while the student is
offline. Asynchronous e-learning involves coursework delivered via web, email and
message boards that are then posted on online forums. In such cases, students ideally
complete the course at their own pace, by using the internet merely as a support tool
rather than volunteering exclusively for an e-learning software or online interactive classes.

Asynchronous learning, on the other hand, can be carried out even when the student or
teacher is offline. Coursework and communications delivered via web, email, and messages
posted on community forums are perfect examples of asynchronous e-learning. In these
instances, students will typically complete the lessons on their own and merely use the
internet as a support tool rather than venturing online solely for interactive classes.
A student is able to follow the curriculum at their own pace without having to worry about
scheduling conflicts. This may be a perfect option for users who enjoy taking their time
with each lesson plan in the curriculum and would prefer to research topics on their own.
However, those who lack the motivation to do the coursework on their own may find
that they do not receive significant benefit from asynchronous learning. Asynchronous
learning can also lead to feelings of isolation, as there is no real interactive educational
environment.
Ideally, effective e-learning courses should include both asynchronous and synchronous
learning activities. This allows students and teachers to benefit from the different delivery
formats regardless of their schedules or preferred learning methods. This approach provides
students with access to immediate help if needed, while still giving them the ability to learn
at their own pace.
 Student Portfolios
Electronic portfolios (e-folios) demonstrate a student’s skill and knowledge level
over a specific topic. Online learners often create e-folios that combine text, images,
presentations, video, audio, links, and a discussion space to demonstrate mastery of
a specific content area or subject matter (Mason, Pegler, & Weller, 2004; Lorenzo
& Ittelson, 2005; eLearners.com, 2012). Many institutions have begun viewing e-
folios as a replacement for traditional classroom high stake assessments (Lorenzo &
Ittelson, 2005). E-folios help facilitate the exchange of ideas, discourse, and subject
area feedback between student and teacher creating a meaningful learning
experience for the student (Lorenzo & Ittelson, 2005). Due to the success of these
e-folios some higher education institutions have also started using them to
document and archive student’s academic careers.
 Asynchronous Collaboration
As with synchronous collaboration, studies have shown that collaboration increases
overall student learning in online learning environments (Diaz & Entonado, 2009;
Er et al., 2009). A sense of community is necessary to sustain the educational
experience over time and this can be achieved through collaborative learning
communities (Garrison & Kanuka, 2004). In this learning environment the teacher’s
role is still about developing and facilitating a student’s learning experiences (Diaz
& Entonado, 2009). This facilitation can be successfully achieved through
asynchronous collaboration, allowing students to thoughtfully consider learning
objectives because they have the time to critically synthesize their learning (Garrison
& Kanuka, 2004; Bonk & Zhang, 2006).
 Individualized Pacing
Asynchronous learning technologies have been defined as personalized learning
tools (Lorenzo & Ittelson, 2005). With these tools, the teacher can assess what
students understand and adapt future course assignments to facilitate a higher level
and more in-depth understanding of the content (Bonk & Zhang, 2006; Hrastinski,
2008). These online learning environments create an opportunity for online
students to become highly self-reflective (Bonk & Zhang, 2006). Perhaps most
significantly, what is facilitated through the use of asynchronous tools provides a
learning space where participants can confront debatable ideas and faulty thinking
in more objective and reflective ways (Garrison & Kanuka, 2004).
Common Elements Of Successful eLearning Projects
Unfortunately there is no secret formula for eLearning success. What works for one
eLearning course may completely miss the mark for another. However, when you're
developing your next eLearning deliverable, you may want to focus on the important
elements that all successful eLearning projects seem to share. Does your current eLearning
project possess all 5 of the following characteristics?
Clear goals and objectives.
Without a clear idea of what you need to achieve by the end of the eLearning project, you
have no way of determining what steps you must take to get there. Most importantly,
every member of your eLearning team needs to be on the same page when it comes to the
eLearning project goals and objectives. Ultimately, the collective eLearning team should be
able to sum up the desired outcomes in just a few sentences, and articulate how the
eLearning course is supposed to fill the learning gaps that currently exist. Sit down before
you begin your eLearning project and go over every aspect of eLearning design and
development, being as specific as possible. Talk about the requirements, criteria, and which
eLearning authoring tools and learning management system you’ll have at your disposal.
Make sure everyone knows what the learners need to know upon completing the
eLearning course, and address any questions that your eLearning team members may have.
Defined expectations and roles.
Every eLearning pro working on the project should know what is expected of them, the
eLearning team as a whole, and how they fit into the grand scheme of things. What is their
role and responsibilities? Who will they be working with on a regular basis, and how can
they get in contact with the other members of the team? During your eLearning project
kickoff meeting, go over all of these specifics, and be sure that everyone knows about the
tasks they will need to handle and when these tasks are due. Using a project management
platform makes this process much more productive and streamlined. You can simply login
to the platform to share files, feedback, and reminders. For example, if your Subject Matter
Expert and Instructional Designer need to collaborate on an interactive scenario, they can
use the project management platform to get the job done quickly and effectively.
Audience research.
No matter what the learning objectives are or which eLearning authoring tools you are
using, you need to have a firm grasp on who your learners are and what they need from
the eLearning course. To do this, you should be willing and ready to learn as much as
possible about your audience. What is their experience level and educational background?
What information or skill sets do they need to master during the eLearning course? Do
they have specific learning needs that you need to keep in mind, such as disabilities, or
learning preferences? These are all questions you need to ask before you being
storyboarding your eLearning course and figuring out which learning activities you’ll be
using. Conduct surveys, focus groups, interviews, and diagnostic assessment to determine
what they know versus what they need to know, and how you can most effectively convey
the information to them. For example, if you have a group of learners who would prefer
mobile learning, this can completely change the eLearning course in terms of design and
development.
Effective eLearning assessment strategy.
In order to determine if your eLearning course is truly successful, you need to be able to
track learner progress. This involves an effective eLearning assessment strategy that includes
a wide range of test types, such as multiple choice, essay, and scenario-based. Virtually
every member of your eLearning team will take part in the eLearning assessment
development process and needs to be aware of the eLearning assessment goals. What are
you measuring and how are you going to measure it? This is also where the learner research
comes into play. If you know their learning preferences, current knowledge base, and
experience level you have the opportunity to create an eLearning assessment strategy that
caters to their specific needs and challenges.
Open communication.
Without a doubt, this is the most important trait of a successful eLearning project. If open
communication is lacking, then all of the other aspects of the eLearning project will suffer
as a result. When a problem arises, address it as quickly as possible and let every team
member know that they should do the same. If there is a dispute, sit down with both
parties and encourage open communication so that there are no hard feelings that may
compromise the eLearning project.
Foster communicative online communities.
Ultimately, successful eLearning projects are those that foster a communicative community.
Everyone should know that their opinions are being heard and acknowledged, and their
thoughts matter. If they understand that the eLearning team is there to support them, rather
than ridicule or judge them for needing help, then they are more likely to reach out when
they require assistance. This, not only makes the eLearning project run smoothly and avoid
missed deadlines, but also it produces a better finished product. Keep the lines of
communication open, and enjoy the benefits of a collaborative and supportive working
experience.
Identify the barriers to e-learning
Even after the decision to implement e-learning in your organization, you might still face
some barriers that will prevent its successful adoption or leveraging its benefits. These
barriers include:
Personal barriers: Employees unwilling to take responsibility for their own learning and
their resistance to change.
Learning style barriers: Your learners fear e-learning will not suit their personal learning
styles.
Instructional barriers: Employees are not updated on the benefits of e-learning, so they
cannot comprehend how they will personally gain from it. Their reluctance toward
learning is an instructional barrier.
Organizational barriers: The cost implications of e-learning compared to traditional
training methods.
Content barriers: Factors include high expectations from the course, irrelevant course
material, poor quality and inadequate information, and poorly designed assignments.
Situational barriers: An employee’s circumstances and situations that influence his ability to
undertake the course.
Technological barriers: The quality of the LMS, Internet connectivity, and navigation
problems could be some potential barriers.
Identifying these barriers and finding solutions are an important factor in e-learning
implementation.

Gamification
Game, according to the English Oxford Living Dictionary (“Game”, n.d), is “an activity
that one
engages in for amusement or fun,” and Play. Gamification is the use of game design
techniques and mechanisms to improve non-game activities. Gamification takes the real
game-pulling features and uses them to improve the player’s experience in a non-play
context, such as the workplace, school, software application, or websites. One of the
common forms of learning using technology is e-learning, in which students acquire
information, and practice the materials being studied through a computerized system.

Students using computer games for learning are more active, feel more involved and more
challenged than in traditional lectures (Grimley, Green, Nilsen, Thompson, & Tomes,
2011).
Moreover, gamification enables students to receive constant feedback on their progress in
the
classroom and provide information about their completed activity (Kapp, 2012). In order
to
include gamification in an e-learning environment, the system has to include gamification
elements, which can appear in a variety of forms, such as points, levels, badges, medals,
scoreboards and virtual goods

Gamification Elements
A large range of gamification elements exists. These are called also gamification artifacts or
mechanics. The most common are the following
(1) Points - are used to reward users through multiple dimensions and different categories
(2) Levels - indicate that the user has reached a certain goal or completed a task. In
computer
games, the players complete different tasks, and thus, can progress in the game. The levels
are
designed to challenge the players, thereby creating pleasure and a desire to continue
playing the
game.
(3) Badges, trophies, and medals – express external recognition that the user has reached
new
levels and has succeeded in the challenges. This kind of rewards stimulate the users and
their
desire to complete the challenges, providing pleasure and interest.
(4) Ranking, leaderboards, and scoreboards – These elements show users’ relative position
compared to others, which are commonly used to show and manage users achievements,
in order
to use competition as an incentive for behavior, thus, improving motivation.
(5) Virtual Goods – are nonphysical and intangible objects that can be acquired through
accumulated points. Virtual goods create incentives to get more points, complete tasks,
and
challenges. In addition, they allow personalization of the reward according to the type of
user It is very common to use virtual currencies in various situations, including for trading
products, points for raising status, and prestige.

Gamification and Motivation

Motivation is composed of processes provoking, directing, and preserving human behavior
toward a particular goal. People have different needs and desires: rewards, status,
achievements,
self-expression, and competition Intrinsic motivation is based on internal interests and
willingness to engage to a specific activity, with no external factors involved, because the
specific activity is inherently interesting or enjoyable. Extrinsic motivation is based on
external factors such as rewards, either tangible, or intangible.

There has been a significant increase in the use of game elements in non-game applications,
in order to increase user engagement and motivation which have different roles, for
example:
(1) Prizes - tangible or intangible, implemented in points, trophies, medals, and virtual
goods,
are granted after certain achievements.
(2) Status and reputation - most people need feelings like fame, prestige, attention,
appreciation and respect from others. To achieve this, they need to engage in
certain activities. These are implemented in collecting badges, levels, ranking,
profiles and leaderboards.
(3) Competition – the desire to be the winner can increase performance. High levels of
motivation can be achieved implementing ranking, scoreboards and leaderboards.