Demystifying e‐learning standards

I ntroductionWhen commentators identify the most important new social trends spawned by the personal computer revolution, e-learning is often high on the list. 1 To its advocates, it promises cheap and ubiquitous access to learning resources for any student -young or old -with a computer and an Internet connection. To those involved in creating or providing educational servicesfrom universities to commercial publisherse-learning promises a new marketplace for a next generation of learning products.But like other new technologies that have tended to over-promise and under-deliver, e-learning has gone through its own painful process of finding specific applications and willing groups of early adopters before some of its true potential could be realized. One of these applications -and the one that occupies the focus of this paper -is the growing movement of highly trained professionals engaging in continuing professional development (CPD).After a brief review of the e-learning movement as a whole, we will examine this new and growing population of CPD 'earner learners' and show why some of the drivers helping to shape this movement make it one of the most promising areas for e-learning services. Next we will show why professional societies and associations, at the heart of the CPD movement, are best positioned to develop and deliver a new generation of life-long learning products and services. What is e-learning?Defined broadly, e-learning is essentially the application of a new breed of information and communication technologies (ICT) to the delivery of education services. 2 E-learning products can therefore range from simple packages of instructional content in electronic form, to the use of familiar software pro-

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“…6. For a good overview of the most important e-learning technical standards see Singh and Reed (2002), pp. 62-5.…”

Section: Resultsmentioning

confidence: 99%

E‐learning: new opportunities in continuing professional development

Klein

Ware

2003

Learned Publishing

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“…Those firms offer teams of experts in pedagogy, scriptwriters and technicians, who work for creating personalized educational paths and taking advantage of all possibilities of software platforms for enhancing learning. In addition, the development of e-learning educational materials has actually generated an increasing demand for standard rules to facilitate the compatibility of contents and software platforms (Singh and reed, 2002;Orbea, 2008).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Emerging Barriers for e-Learning Models: An Empirical Study

Calvo¹,

Rungo²

2010

ERSJ

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The diffusion of the e-learning model during the last decade has contributed to solve many problems concerned with education at the workplace. Technological progress has significantly contributed to eliminating most limitations of the traditional education model, through improved access, diffusion of information, and the adaptation to individual needs. However, e-learning is an instrument, which does not ensure the automatic achievement of intended goals. Some studies have demonstrated that the mere conversion of course materials into an e-learning course may reduce motivation and thus, the level of effective learning. In addition, appropriate design of course materials for e-learning programs might not be sufficient to achieve optimal results. In order to maximize the benefits of implementing an e-learning program, it is if fact necessary to take into account organizational issues, such as the existence of incentives, the distribution of time for learning at the workplace, or the management system being used, for example. This paper analyzes some organizational features, which are linked to learning in organizations and might help to better explain success of an e-learning program. In particular, we attempt to assess the impact of both incentives and the assignment of a specific period of time for education to personal satisfaction and the level of learning. To this end, we proposed a specific survey to users of e-learning courses at a consulting company, which includes questions about satisfaction, self-assessed learning and monetary or long-term (career) incentives, among others. The impact of different organizational characteristics on satisfaction and learning has been then estimated by a bivariate ordered probit model, which allows for considering both the nature of dependent variables and the possible correlation between equations. The analysis sheds light on key practical organizational features, which should be taken into account in order to improving results of e-learning programs The main goal of this analysis has been to provide evidences to support policies aimed to increase effectiveness of e-learning models. We have based on the e-learning experience of a consulting company, evaluating the effectiveness of this new model in terms of two variables: learning perceived and level of satisfaction of participants. In order to analyze the determinants of both learning and satisfaction, we collected data from participants of e-learning programs. We found out that self-assessed satisfaction and perceived learning are likely to be affected by the same set of variables. On considering these relationships, and the nature of available data, both a simultaneous bivariate ordered probit model and a simultaneous bivariate probit model have been used in order to assess the impact of different factors on both satisfaction and perceived learning.

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“…Standards for e-learning exist [ 12 ], but are often isolated to a specific sector of the industry for which they were developed [ 19 ]. There are many industrial standards in education, often published by organizations such as the American Council on Education and the European Association of Distance Teaching Universities [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

Leeuw¹,

Westerman

Nelson

et al. 2016

BMC Med Educ

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BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

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Demystifying e‐learning standards

Cited by 13 publications

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E‐learning: new opportunities in continuing professional development

E‐learning: new opportunities in continuing professional development

Analysis of Emerging Barriers for e-Learning Models: An Empirical Study

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

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