Donna Mortlock, Webducate | 18 April 2009

Research clearly shows the growth of eLearning generally and the expansion of conceptual and practical applications.  Yet there is still considerable confusion in what actually constitutes eLearning.    Essentially, eLearning is about technology being used to support educational interactions and this can include everything from email submissions of assessment to full online facilitated and assessed qualifications.

The 2008 Flexible Learning Framework report of the eLearning Benchmarking Project defines eLearning as follows:

eLearning uses electronic media to deliver flexible vocational education and training. It includes:

• access to, downloading and use of web, CD-ROM or computer-based learning resources in the classroom, workplace or home
• online access to and participation in course activities (eg online simulations, online group discussions)
• directed use of the internet, mobile and voice technologies for learning and research purposes
• structured learning-based email communication
• online assessment activities.

It does not include:

• email dissemination of course information
• email communication between a teacher/trainer and learner on a single learning issue
• online administration of learning activities.'

While the definition clearly focuses on online methodologies, it is doubtful that the average user will have excluded email and online administration when responding to the question "does your organisation use e-learning to deliver or assess educational material"?.  The generalist approach to the questions asked in national surveys may have resulted in many organisations representing (and perhaps believing) themselves as effectively integrating e-learning into their operations.

The online methodology, currently the most accessible, comprehensive and user friendly form of e-learning has also been the most costly and labour intensive. 

The key benefits of online learning include: greater flexibility, increased levels of on-the-job training, improved training quality especially across multiple locations, better customisation of training content to suit business needs, and cost savings. Reducing the travel for both learners and trainers is only one of the cost savings that online learning can bring.

Online learning is most commonly used as part of a blended experience where it is embedded into the learning process. It is at its best where it exists in contexts that facilitate collaborative learning and interaction between many different groups of people.  A truly effective online solution should encourage learners, trainers, administrators, developers and industry representatives to work together, communicate and problem solve.  Only by doing this, can VET practitioners respond the the increasing diversity and complexity of client needs. 

It's all very well to argue that the potential return on investment is substantial in the long term, but the evolution towards online learning has to be paid for in the short term.  Purchasing or licensing of software, hardware costs, added administration and development or customisation of content has been almost prohibitive for all except the very large training organisations.

Despite a variety of resources, learning objects and e-learning systems being available on a free or minimal cost basis, training organisations continue to either:

1.      Pay exorbitant fees for commercial products that range in quality;

2.      Avoid e-learning entirely;

3.      Attempt to use the free resources to build a solution that meets their needs.

For large organisations, inflated fees for an online solution may be an acceptable trade-off for the potential increase in business, long term cost saving and efficiency.  Smaller organisations might find that tens of thousands of dollars in upfront and annual fees is simply unfeasible.  As a result, they tend to avoid the e-learning agenda entirely and join the organisations that are still locked into the traditional models of training delivery.

Many training organisations have attempted to use the plethora of resources that have been created through sustained government funding into e-learning over the last few years.  While many of these free and minimal cost resources are excellent, they usually lack contextualisation and can only be used as "stand alone" objects.  Significant time, money and effort is often invested in these "free" solutions for learning organisations to realise later that they still don't have a full e-learning solution that actually functions on a practical level.

Government funding can only do so much to develop or improve any system.  The Vocational Education sector and every individual business within it, needs to think collaboratively rather than competitively if the e-learning evolution is to take its next step.  Training organisations need to be sharing resources and information, collaborating with content developers, communicating with learners and providing real-time feedback to the industry sector.  Only by doing this, can e-learning and the technology that enables it, be truly embedded into mainstream learning consciousness.