eLearning Myths

I’ve heard a few eLearning myths in my time, some are plausible and some are outrageous. One thing I do know is that technology is advancing and eLearning is getting better all the time. Here are five eLearning myths debunked:

1. “I Can Get All of My eLearning Assets Using Stock Image Websites.”

There are millions of different images and videos currently available through stock asset websites that can be used for eLearning. The other stock libraries available to developers have a wide variety of different image and file types, however, their applications to eLearning specifically can be quite limited. For example, locating a set of images that include a single cutout person who is engaging in multiple poses with varying facial expressions would be a big challenge for any developer.

Solution: Our eLearning Template Library is dedicated to this specific type of imagery with over 25,000 different assets that can be used in nearly any eLearning setting.

2. “We Can’t Measure the Effectiveness of our Course Material.”

Training departments of all sizes that train employees using both traditional and online-based training methods struggle with the possibility that their words aren’t reaching their audience in effective and meaningful ways. I personally have worked for large companies that deployed traditional live training methods where instructors struggled mightily to keep an engaged audience. Collecting feedback from the learners was through weekly tests that didn’t provide the necessary, real-time input until it was too late to help learners who were lost in the process.

Solution: By using eLearning games, interactions and quizzes, you can allow your organization the real-time feedback needed to help your teams adjust and make sure that no learners get left in the dust.

3. “eLearning Doesn’t Help Me Retain Content Because It Goes So Fast.”

Much like the example above, so many students in a traditional classroom setting are afraid to stop the class and ask questions they feel might be perceived as repetitive or inconsequential. In a live learning environment, you can’t hit playback on your instructor and repeat as many times as you need. Elearning gives you this luxury and in return gives your learners the chance to absorb and retain information at their own pace. Learners need to hear or be exposed to something many times before they can fully process or remember it.

Solution: Using self-paced eLearning will provide the opportunity to stop, pause, or replay. Add a Player Skin Template to give your learners a chance to navigate through your course.

4. “Classrooms Are More Effective Because of Collaboration.”

From the time that I have spent in various classrooms as an adult, I can tell you that face to face interaction does not guarantee improved collaboration. I do agree, collaboration tends to assist in achieving the desired result of a more effective learning environment. With a physical classroom settings, the limitations can be any of the following:

  • Bathroom breaks
  • Other off-topic chatter, comments, and distractions
  • People who want to surf the web, their phones, or refuse to pay attention
  • Talkative students who seek to gain favor with the teacher (you know these types)

Solution: Use collaborative online tools like Google Drive, Podio, TitanPad, or Think Binder.

5. “Only Certain Types of Students Can Benefit from eLearning.”

Because of the advancements in eLearning technology and design, there are very few, if any, excuses for passing over eLearning as an effective training strategy. Many organizations have considered younger learners to be the ideal target for eLearning, but with the advancements in the industry, all demographics can utilize eLearning to have the best online training experience possible.

Solution: Be inclusive for all types of learners in your course design. Try to personalize eLearning training and make sure to include content specific and relevant to the learner.

What eLearning myths do you see or hear? I invite you to share your thoughts and comments below.


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