Transcript What Have We Learned From the Research on Online Learning? Dr. Curtis J.

What Have We Learned From the
Research on Online Learning?
Dr. Curtis J. Bonk
Professor, Indiana University
President, CourseShare and SurveyShare
http://php.indiana.edu/~cjbonk,
[email protected]
Tons of Recent Research
Not much of it
...is any good...
Basic Distance Learning Finding?
• Research since 1928 shows that DL
students perform as well as their
counterparts in a traditional
classroom setting.
Per: Russell, 1999, The No Significant Difference
Phenomenon (5th Edition), NCSU, based on
355 research reports.
http://cuda.teleeducation.nb.ca/nosignificantdifference/
Online Learning Research Problems
(National Center for Education Statistics, 1999; Phipps &
Merisotos, 1999; Wisher et al., 1999).
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Anecdotal evidence; minimal theory.
Questionable validity of tests.
Lack of control group.
Hard to compare given different
assessment tools and domains.
Fails to explain why the drop-out
rates of distance learners are higher.
Does not relate learning styles to
different technologies or focus on
interaction of multiple technologies.
Online Learning Research Problems
(Bonk & Wisher, 2001)
• For different purposes or domains: in our
study, 13% concern training, 87%
education
• Flaws in research designs
- Only 36% have objective learning
measures
- Only 45% have comparison groups
• When effective, it is difficult to know why
- Course design?
- Instructional methods?
- Technology?
Evaluating Web-Based Instruction:
Methods and Findings (41 studies)
(Olson & Wisher, October, 2002; International Review of
Research in Open and Distance Learning)
Number of Studies
Year of Publication
12
10
8
6
4
2
0
1996
1997
1998
1999
2000
2001
Year
http://www.irrodl.org/content/v3.2/olsen.html
Wisher’s Wish List
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Effect size of .5 or higher in
comparison to traditional
classroom instruction.
Web Based
Instruction
Average Effect
Size
Number of
Studies
CBI
Kulik [8]
CBI
Liao [18]
31
.
32
.
11
97
46
.
41
Evaluating Web-Based Instruction:
Methods and Findings
(Olson & Wisher, 2002)
“…there is little consensus as to what
variables should be examined and what
measures of of learning are most
appropriate, making comparisons between
studies difficult and inconclusive.”
e.g., demographics (age, gender), previous
experience, course design, instructor effectiveness,
technical issues, levels of participation and
collaboration, recommendation of course, desire to
take add’l online courses.
Evaluating Web-Based Instruction:
Methods and Findings
(Olson & Wisher, 2002)
Variables Studied:
1.
2.
3.
4.
5.
Type of Course: Graduate (18%) vs.
undergraduate courses (81%)
Level of Web Use: All-online (64%) vs.
blended/mixed courses (34%)
Content area (e.g., math/engineering
(27%), science/medicine (24%),
distance ed (15%), social science/educ
(12%), business (10%), etc.)
Attrition data (34%)
Comparison Group (59%)
Some of the Research Gaps
(Bonk & Wisher, 2000)
1)
2)
3)
4)
5)
6)
Variations in Instructor Moderation
Online Debating
Student Perceptions of e-Learning Envir.
Devel of Online Learning Communities
Time Allocation: Instructor and Student
Critical Thinking and Problem Solving
Applications in Sync/Asynchronous Envir
7) Peer Tutoring and Online Mentoring:
8) Student Retention: E-learning and Attrition
9) Graphical Representation of Ideas
10) Online Collaboration
Compare Higher Ed and Corp
1. Research in Higher Ed
My Evaluation Plan…
Considerations in Evaluation Plan
8. University
or
Organization
7. Program
6. Course
5. Tech Tool
1. Student
2. Instructor
3. Training
4. Task
Electronic Conferencing:
Quantitative Analyses
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Usage patterns, # of messages, cases,
responses
Length of case, thread, response
Average number of responses
Timing of cases, commenting,
responses, etc.
Types of interactions (1:1; 1: many)
Data mining (logins, peak usage, location, session
length, paths taken, messages/day/week), Time-Series
Analyses (trends)
Electronic Conferencing:
Qualitative Analyses
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General: Observation Logs, Reflective
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Specific: Semantic Trace Analyses,
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Emergent: Forms of Learning Assistance,
interviews, Retrospective Analyses,
Focus Groups
Talk/Dialogue Categories (Content talk,
questioning, peer feedback, social
acknowledgments, off task)
Levels of Questioning, Degree of Perspective
Taking, Case Quality, Participant Categories
Student Basic Quantitative
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Grades, Achievement Test Scores, etc.
Number of Posts
Overall Participation
Computer Log Activity—peak usage,
messages/day, time of task or in system
Attitude Surveys
Student High-End Success
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Message complexity, depth, interactivity,
questioning
Collaboration skills
Problem finding/solving and critical
thinking
Challenging and debating others
Case-based reasoning, critical thinking
measures
Portfolios, performances, PBL activities
Other Measures of Student Success
(Focus groups, interviews, observations,
surveys, exams, records)
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Positive Feedback, Recommendations
Increased Comprehension, Achievement
High Retention in Program
Completion Rates or Course Attrition
Jobs Obtained, Internships
Enrollment Trends for Next Semester
Findings: Learning Improved
(Maki et al., 2000)
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Intro to Psych: Lecture vs. Online
Online performed better on
midterms.
Web-based course students scored
higher since had weekly activities
due
Lecture students could put off
reading until night before exam.
Findings: Learning Improved
(review by Chang, 2003)
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Online outperformed peers in histology
(anatomy—plant and animal tissues under
microscope) course (Shoenfeld-Tacher et al.,
2001)
Web enhancements raised exam performance,
grades, & attitudes toward economics
 Agarwal and Day (1998)
Online business communications students
performed better on final exams than on
campus (Tucker, 2000)
Integrating Wireless Content
Syllabus Magazine, May 13, 2003
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Study by Mobile Learning Corp:
group of college institutions
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Digital content helped first-year
college accounting students learn
Online interactive exercises useful to
student learning
Encouraged independent student
learning, and instructors to adopt
coaching role.
Findings: Learning Worse
(Wang & Newlin, 2000)
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Stat Methods: Lecture vs. Online
No diffs at midterm
Lecture 87 on final, Web a 72
Course relatively unstructured
Web students encouraged to collab
Lecture students could not collab
All exams but final were open book
Findings: Learning Worse…
Organizational Behavior, IUSE
(Keefe, Educause Quarterly, 1, 2003)
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Keefe studied 4 semesters of courses, 6
sections, 118 students
 Face-to-face more satisfied with course and
instructor
 Those in online course associated with
lower grades
Learning Improved or Not?
(Sankaran et al., 2000)
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Students with a positive attitude
toward Web format learned more
in Web course than in lecture
course.
Students with positive attitude
toward lecture format learned
more in lecture format.
Contrasting Findings are the Norm
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Some courses impersonal,
isolating, and frustrating (Hara &
Kling, 2001)
Sense of community and lower
attrition rates when support
interactivity, reflection, and
sharing (Harnishfeger, March,
2003)
Problem-Based Learning
Distance Ed, 23(1), 2002
Practical learning issues generated more
interactions and higher levels of interaction
than theoretical issues
Communities of learners need to negotiate
identity and knowledge and need milestones
(chat session agreements, producing reports,
sharing stories, and new work patterns)
Group development: (1) negotiate problem and
timetable, (2) divide work in subgroups, and
(3) produce drafts of products
Network Conferencing Interactivity
(Rafaeli & Sudweeks, 1997)
1. > 50 percent of messages were reactive.
2. Only around 10 percent were truly interactive.
3. Most messages factual stmts or opinions
4. Many also contained questions or requests.
5. Frequent participators more reactive than low.
6. Interactive messages more opinions & humor.
7. More self-disclosure, involvement, &
belonging.
8. Attracted to fun, open, frank, helpful,
supportive environments.
Schallert & Reed, AERA, April 2003
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Nonnative students do not participate
equally in written discussions
Enthusiastic and frequent contributors
do not necessarily make intellectually
significant contributions.
Some who seem deeply engaged may be
less rigorously engaged in many
conversations
Collaborative Behaviors
(Curtis & Lawson, 1997)
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Most common were: (1) Planning, (2)
Contributing, and (3) Seeking Input.
Other common events were:
(4) Initiating activities,
(5) Providing feedback,
(6) Sharing knowledge
Few students challenge others or attempt to
explain or elaborate
Recommend: using debates and modeling
appropriate ways to challenge others
Dimensions of Learning Process
(Henri, 1992)
1. Participation (rate, timing, duration of
messages)
2. Interactivity (explicit interaction, implicit
interaction, & independent comment)
3. Social Events (stmts unrelated to content)
4. Cognitive Events (e.g., clarifications,
inferencing, judgment, and strategies)
5. Metacognitive Events (e.g., both
metacognitive knowledge—person, and task,
and strategy and well as metacognitive
skill—evaluation, planning, regulation, and
self-awareness)
Surface vs. Deep Posts
(Henri, 1992)
Surface Processing
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making judgments
without justification,
stating that one shares
ideas or opinions already
stated,
repeating what has been
said
asking irrelevant
questions
i.e., fragmented, narrow,
and somewhat trite.
In-depth Processing
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linked facts and ideas,
offered new elements of
information,
discussed advantages and
disadvantages of a
situation,
made judgments that were
supported by examples
and/or justification.
i.e., more integrated,
weighty, and refreshing.
Level of Cognitive Processing:
All Posts
Both
12%
Surface
33%
Surface
Deep
Deep
55%
Both
Critical Thinking
(Newman, Johnson, Webb & Cochrane, 1997)
Used Garrison’s five-stage critical
thinking model
 Critical thinking in both CMC and FTF envir.
 Depth of critical thinking higher in CMC envir.
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More likely to bring in outside information
Link ideas and offer interpretations,
Generate important ideas and solutions.
FTF settings were better for generating new
ideas and creatively exploring problems.
Social Construction of Knowledge
(Gunawardena, Lowe, & Anderson, 1997)
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Five Stage Model
1. Share ideas,
2. Discovery of Idea Inconsistencies,
3. Negotiate Meaning/Areas Agree,
4. Test and Modify,
5. Phrase Agreements
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In global debate, very task driven.
Dialogue remained at Phase I: sharing info
Research on Instructors Online
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If teacher-centered, students explore
less, engage less, interact less (Peck, and
Laycock, 1992)
Informal, exploratory conversation
fosters risktaking & knowledge sharing
(Weedman, 1999)
Online Teaching Job Varies--Plan,
Interaction, Admin, Teaching
 (McIsaac, Blocher, Mahes, & Vrasidas,
1999)
Three Most Vital Online Teaching Skills
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
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Ability to engage the learner (30)
Ability to motivate online learners
(23)
Ability to build relationships (19)
Technical ability (18)
Having a positive attitude (14)
Adapt to individual needs (12)
Innovation or creativity (11)
Feelings Toward Online Teaching
The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)
(Note: 94 practitioners surveyed.)
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Exciting (30)
Challenging (24)
Time consuming (22)
Demanding (18)
Technical issue (16); Flexibility (16)
Potential (15)
Better options (14); Frustrating (14)
Collab (11); Communication (11); Fun
(11)
Dennen’s Research on Nine
Online Courses
(sociology, history, communications, writing, library science,
technology, counseling)
Poor Instructors
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Little or no feedback
given
Always authoritative
Kept narrow focus of
what was relevant
Created tangential
discussions
Only used “ultimate”
deadlines
Good Instructors
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Provided regular
qual/quant feedback
Participated as peer
Allowed perspective
sharing
Tied discussion to
grades, other
assessments.
Used incremental
deadlines
Role of Online Teacher
(Bonk, Kirkley, Hara, & Dennen, 2001)
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Technical—Train, early tasks, be flexible,
orientation task
Managerial—Initial meeting, FAQs, detailed
syllabus, calendar, post administrivia, assign
e-mail pals, gradebooks, email updates
Pedagogical—Peer feedback, debates, PBL,
cases, structured controversy, field reflections,
portfolios, teams, inquiry, portfolios
Social—Café, humor, interactivity, profiles,
foreign guests, digital pics, conversations,
guests
Problems and Solutions
(Bonk, Wisher, & Lee, in press)
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Tasks Overwhelm
Confused on Web
Too Nice Due to
Limited Share
History
Lack Justification
Hard not to preach
Too much data
Communities not
easy to form
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Train and be clear
Structure time/dates
due
Develop roles and
controversies
Train to back up claims
Students take lead role
Use Email Pals
Embed Informal/Social
Benefits and Implications
(Bonk, Wisher, & Lee, in press)
1.
2.
3.
4.
5.
6.
7.
Shy open up online 
Minimal off task
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Delayed collab more 
rich than real time
Students can
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generate lots of info
Minimal disruptions 
Extensive E-Advice 
Excited to Publish
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Use async conferencing
Create social tasks
Use Async for debates;
Sync for help, office hours
Structure generation and
force reflection/comment
Foster debates/critique
Find Experts or Prac.
Ask Permission
More Implications
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Include Variety: tasks, topics,
participants, accomplishments, etc.
Make interaction extend beyond
class
Have learners be teachers
Find multiple ways to succeed
Add personalization and choice
Provide clarity and easy navigation
Ten Ways Online Ed Matches or Surpasses FTF,
Mark Kassop, Technology Source, Michigan Virtual Univ,
May/June 2003
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Student-centered learning
Writing intensity
Highly interactive discussions
Geared for lifelong learning
Enriched course materials
Online demand interaction and support
Immediate feedback
Flexibility
An intimate community of learners
Faculty development and rejuvenation
2. Research and Evaluation
in Corporate Settings
Collecting Evaluation Data
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Learner Reaction
Learner Achievement
Learner Job Performance
Manager Reaction
Productivity Benchmarks
Forms of Evaluation
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Interviews and Focus Groups
Self-Analysis
Supervisor Ratings
Surveys and Questionnaires
ROI
Document Analysis
Data Mining (Changes in pre and posttraining; e.g., sales, productivity)
What is Evaluation???
“Simply put, an evaluation is
concerned with judging the worth
of a program and is essentially
conducted to aid in the making of
decisions by stakeholders.” (e.g.,
does it work as effectively as the standard
instructional approach).
(Champagne & Wisher, in press)
Meta-Analysis: Recurrent Themes in ELearning Reports
(Waight, Willging, & Wentling, 2002)
1.
2.
3.
4.
5.
250 e-learning reports from 1999-2001
Of those, 100 were sold by private
companies for $100-3,000
Of remaining 150, 70 outside U.S.
15 selected were from government, bus,
and professional associations
Few studied review existing research
Meta-Analysis: Six Functions of ELearning (Waight, Willging, & Wentling, 2002)
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Anytime, anywhere
Cost effective
Global reach
Just-in-time
Allow personalization
Improve collaboration and interactivity
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Address learner diversity, learner-centered,
and blur working and learning lines
Meta-Analysis: Six Purposes of E-Learning
Reports (Waight, Willging, & Wentling, 2002)
1.
2.
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6.
Inform investors of opportunities
Discuss learning in the workforce
Inform policy makers, educators,
employees, and public
Identify drivers and players
Discuss contrib of tech to lrng/perf
Identity trends and winning strategies
Overall
Blended
Learning
Results…???
Blended Learning
Advantages
1.
2.
3.
4.
5.
6.
7.
Course access at one’s convenience and
flexible completion
Reduction in physical class time
Promotes independent learning
Multiple ways to accomplish course
objectives
Increased opportunities for human
interaction, communication, & contact
among students
Less time commuting and parking
Introverts participate more
Blended Learning
Disadvantages
1.
2.
3.
4.
5.
6.
7.
Procrastination, procrastination,
procrastination
Students have trouble managing time
Problems with technology at the
beginning (try too much)
Can be overwhelming or too novel
Poor integration or planning
Resistance to change
Good ideas but lack of time, money, &
support
Evaluation of ELearning In Corporate
Training: Success
Stories and Examples
Success Story #1 (Sitze, March 2002, Online Learning):
EDS and GlobalEnglish
Charge: Reduce money on English
training
Goal: 80% online in 3 months
Result: 12% use in 12 months
Prior Costs: $1,500-5,000/student
New Cost: $150-300/user
Notes: Email to participants was helpful
in expanding use; rolling out other
additional languages.
Success Story #2 (Overby, Feb 2002, CIO):
Dow Chemical & Offensive Email
Charge: Train 40,000 employees across 70
countries; 6 hours of training on workplace
respect and responsibility.
Specific Results: 40,000 passed
Savings: Saved $2.7 million ($162,000 on
record keeping, $300,000 on classrooms and
trainers, $1,000,000 on handouts, $1,200,000
in salary savings due to less training time).
Success Story #3 (Overby, Feb 2002, CIO):
Dow Chemical & Safety/Health
Charge: Train 27,000 employees on
environmental health and safety work
processes.
Results: Saved $6 million; safety
incidents have declined while the
number of Dow employees have grown.
Success Story #4 (Overby, Feb 2002, CIO):
Dow Chemical & e-learning system
Charge: $1.3 million e-learning system
Savings: $30 million in savings
($850,000 in manual record-keeping,
$3.1 in training delivery costs, $5.2 in
reduced classroom materials, $20.8 in
salaries since Web required 40-60%
less training time).
Success Story #5 (Ziegler, e-learning, April 2002):
British Telecom & sales training
Costs: Train 17,000 sales professionals to
sell Internet services using Internet
simulation.
Result: Customer service rep training
reduced from 15 days to 1 day; Sales
training reduced from 40 days to 9
days.
Savings: Millions of dollars saved; sales
conversion went up 102 percent;
customer satisfaction up 16 points.
Success Story #6. Infusing E-Learning
(Elliott Masie, March 2002, e-learning Magazine)
A manufacturing company transformed a weeklong safety program into a three-part
offering:
1. One day in classroom
2. Multiple online simulations and lessons.
3. One final day of discussions and exams.
Must accomplish online work before phase 3—
this raised success rate, transfer of skills, and
lowered hours away from the job.
Success Story #7. Ratheon, Build Own LMS
(John Hartnett, Online Learning, Summer 2002)
SAP Training Choice: Vendor ($390,000) or Build
Internally ($136,000) or Cost of Instructorled Training ($388,000).
Note Saved $252,000
Five Training Components in 18 Weeks (within 6
weeks, 4,000 courses taken by 1,400 students)
1.
2.
3.
4.
5.
Role-based simulations
Audio walk-throughs
Online quick reference system
Live training support (special learning labs)
Online enrollment and tracking
Success Story #8: IBM
Special E-Learning Issue, April 2001
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33,000 IBM managers have taken online
courseware.
5 times as much content at one-third the
cost.
IBM reported $200 million in savings in one
year.
Voided $80 million dollars in travel and
housing expenses during 1999 be
deploying online learning.
IBM Training of 6,600 New First-Line
Managers (Basic Blue)
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Phase I: 26 Weeks of Self-paced Online
Learning
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Cohorts of 24 managers
Lotus LearningSpace Forum
2 hours/week; 5 units/week
18 mandatory and elective management topics
Need minimum score on mandatory topics
14 real-life interactive simulations
LearningSpace tutor guides behavior
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Karen Mantyla (2001), ASTD.
IBM Training of 6,600 New First-Line
Managers (Basic Blue)
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Phase II: In-class 5 day learning lab
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Experiential higher order learning
Bring real-life activities from job
Focus on self-knowledge and to understand their
roles as leaders and members of IBM
Harvard Business cases, leadership competency
surveys, managerial style questionnaires, brain
dominance inventories
Coached by a learner-colleague (teaming impt!)
Less than 1 hour of the 5 days is lecture
IBM Training of 6,600 New First-Line
Managers (Basic Blue)
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Phase III: 25 Weeks of Online
Learning
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Similar to Phase I but more complex and
focuses on application
Creates individual development plan and
organizational action plan
Managers reviews and signs off on these
plans
IBM Training Results
(Kirkpatrick Model)
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Level 1
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High satisfaction and enthusiasm for blended
Coaching and climate rated highest
Level 2:
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96% displayed mastery in all 15 subject
areas; 5 times as much content covered in
this program compared to 5 days of live
training
150 Web page requests/learner
IBM Training Results
(Kirkpatrick Model)
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Level 3
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Significant behavior change (in particular in
coaching, styles, competencies, and climate)
Graduate had high self-efficacy and believed
that they could make a difference
Level 4
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Linkage bt leadership & customer satisfaction
Leadership led to teamwork and satisfaction
Managers reported improvement on job
Improved morale and productivity reported
IBM Training Results
(Kirkpatrick Model)
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Level 5
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Asked graduates to estimate the impact on
their departments in dollars
$415,000 or ROI of 47 to 1.
Perceived real and lasting leadership
increases
Updated Success Story
#8: IBM CLO, March 2003
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5,000 new managers/year
Program cost = $5 million, cost avoidance
= $88 million (travel, living expenses, and
manager time)
5 times as much content delivered
compared to previous new-manager
training program
72% delivered through distance, 25% via
classroom
Access materials at own convenience.
Blended Learning Advantages for IBM
1.
2.
3.
4.
5.
Greater consistency of language,
knowledge, and corporate culture across
the globe
Blended approach to training now
replicated in other units
Market it’s e-learning design
Cross functional understanding &
teamwork
No risk trials and simplicity helps
Success Story #9. Army
Three Phases of AC3-DL
I.
Asynchronous Phase: 240 hours
II.
Synchronous Phase: 60 hours of
III.
Residential Phase: 120 hours of
of instruction or 1 year to complete; must
score 70% or better on each gate exam
asynchronous and 120 hours of
synchronous
training in 2 weeks at Fort Knox
AC3-DL Course Tools
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Learned faster than in
correspondence course
More flexible; could do around full
time work schedules
Fit Army small group training model
Async for content, sync for
application
Need to shorten course modules and
provide sync training earlier to
increase retention
Overall frequency of interactions
across chat categories (6,601 chats).
On-Task
Social
Mechanics
70%
60%
50%
40%
30%
20%
Mechanics
15%
10%
0%
Month 1,2
Month 3,4
Month 5,6
Social
30%
On-Task
55%
Success #10: Microsoft Excel Training
(Jeff Barbian, Blended Works, Summer
2002, Online Learning)
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Group One: 5 scenario-based exercises
that offered live use of Excel on realworld tasks, online mentors, FAQs,
relevant Web sites, NETg Excel
Fundamentals Learning Objects.
Group Two: Same as Group One but
without scenarios, but info in 5
scenarios were embedded in the
learning objects.
Group Three: No training control.
Success #10: Microsoft Excel Training
(Thompson Learning Company Study; Jeff Barbian, Blended
Works, Summer 2002, Online Learning)
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Group One (the blended group): 30
percent increase in accuracy over Group
Two (the e-learning group) and were 41
percent faster
Group Two performed 159 more
accurately than Group Three
Groups 1 and 2 relied on the online
mentors for support

(Note: with these results, Lockhead Martin
became a blended learning convert.
Success #11: NCR: Blended Approaches
(Thompson Learning Company Study; Jeff Barbian, Blended
Works, Summer 2002, Online Learning)
1.
2.
Design of E-Learning (Various
methods: Web articles; Synchronous
points for team exercises)
Field Guide Binders (Web site
guidance, live feedback on case
studies, live “kick off” that promotes
collaboration, hands-on role play)

Over 71 percent of learners were
responding to customers more effectively
(Kirkpatrick Level 3)
Success #12: Convergys: Blended
(Jeff Barbian, Blended Works, Summer 2002, Online Learning)
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Leadership Dev, Succession Planning,
performance management, etc.
LMS from Knowledge Planet, 3 e-learning
libraries, virtual classroom tools to 50
locations in North America & Europe
New managers received: Readings, job
aids, meeting checklists, 5 off-the-shelf
courses from SkillSoft, virtual classes via
LearnLinc (new recruits talk to experienced
managers), and a 4 day instructor-led
seminar at HQ.
Success #13: Sallie Mae/USA Group
(Blended student loan provider program)
(Jeff Barbian, Blended Works, Summer 2002, Online Learning)
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LEAD (Leadership and Education Development);
Groom internal staff to fill supervisory-level
positions
4 hours/week in class with internal and external
instructors; learn trust, role of managers, etc.
First must complete 3 online management courses
from SkillSoft and 6 online project management
courses (includes panel presentation by IT Project
Team to illustrate how projects are handled in the
company’s culture)
Findings: increased temawork, camaraderie,
shared understanding of concepts, respect for
individual differences, social interaction, and
reinforcement for class concepts.
Success #14: Proctor and Gamble
(Jeff Barbian, Blended Works, Summer 2002, Online Learning)

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1999 = 100,000 employees; 20,000
trained/year
LMS from Saba, live training from Centra
CD-based training using Authorware,
CourseBuilder, & Dreamweaver
2002 = 1,200 learning items; 34% Web, 54%
CD
Global English saved $2.5 million per year
Off-the-shelf courses in time management and
managing for success
Proctor and Gamble
(Jeff Barbian, Blended Works, Summer 2002, Online Learning)
“Given our learning objectives and needs,
should we select Web-based live training,
versus classroom, versus video-based,
versus CBT, or some blended solution?…It
depends, on the resources you have, how
far geographically you have to reach, or
whether you can get your arm around
them and pull them into a classroom.” Art
DiMartile, Senior IT Manager, Proctor and
Gamble
The Worldwide Expansion of ELearning!!!


Success #15: Circuit City is training 50,000
employees from 600 stores using customized
courses that are “short, fun, flexible, interactive
and instantly applicable on the job.”
Success #16: The Army’s virtual university
offered online college courses to more than
12,000 students located anywhere in the world in
2001 in the first year of a $42 million e-learning
program.
Dr. Sylvia Charp, Editor-in-Chief, T.H.E. Journal, March 2002.
Success #17: Community Health Network of Indiana;
www.ehealthindiana.com (July 15, 2002, American Hospital
Association)

Named one of most wired hospitals and most improved hospital
system nationwide in the use of technology in health care
 Virtual nurse recruitment Web site (live chats with
recruiters)
 Video streams of nursing leaders
 Virtual tours of individual nursing units
 Online application and interactive job-posting
databases
 Web portal for physicians
 First in nation to offer live Web cast of in vitro
fertilization procedure
 Real time clinical data repository
Success #18: Cisco and DigitalThink
Course (Cisco vendors)



Most saw significant growth in
productivity
74% reported improvement in ability
to sell or service clients
Customer satisfaction jumped 50%
Success #18: Cisco and DigitalThink
Course (employees)
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Sales training self-assessment
Ask via survey to estimate how much
time training saved them on the job
Ask whether it improved performance
Select a percentage for each
ROI of 900%; for every $1 spent on
training, Cisco sees a gain of 900% in
productivity
Success #19: Kinkos
(CLO, May 2003)
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1,100 locations in 9 countries
Used blended model: Internet +
decentralized instruction, job aids,
mentoring, virtual classroom training
Resulted in cost savings
Increased staff capability, reduced
time to competence, increased speed
to market, and increased compliance
and certification
Success #20: Masimo
(develops medical signals for vital signs) (CLO,
May 2003)

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Challenge to keep sales force and OEM
distribution partners up-to-date and
competent
E-learning has resulted in faster time-tomarket and deeper capabilities for
adoption of their technology
Increased brand awareness and product
awareness among hospital staff
Building communities of uses for future
sales
Success #21: Tenet Health System
(CLO, March 2003)
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By 2010, there will be 21,000 less nurses
than today and 40% will be over age 50
Recruitment and retention a major
problem
Provided access to 500 hours of online
clinical training and learning paths
aligned along career trajectories (e.g., RN
track a way to recruit)
40% of RNs cited learning opportunities
as major reason for taking job
Success #22: Real Estate Company
(CLO, March 2003)

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Microsoft applications (Outlook, Excel,
Word, etc.) training via e-learning
67 percent of costs were non-technical
150 courses completed in 8 months and
more than 500 initiated
Success #22: Real Estate Company
(CLO, March 2003)

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Employee satisfaction and retention up
Time to payback period 5-6 months
Faster time to competency and greater
employee productivity
Return on investment (ROI) of 22
percent
Success #23: Energy Company
(CLO, March 2003)
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IT technical training for employees
Async, Web-based, self-paced learning
Some employees discussed learning in
virtual classroom
In 12 month span, 3,000 courses
completed and another 7,000 partially
completed
Success #23: Energy Company
(CLO, March 2003)

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Payback period of 3-4 months
12 month ROI of 192 percent
Faster time to competency
Reduced re-work
Higher employee retention
Higher quality of service
Reduced help desk call volume and costs
Less system downtime
Success #24: Defense & Aerospace
Company (CLO, March 2003)

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Fortune 100 company
Trained consultants who built systems
Subject matter highly technical & rapidly
changing
Cost $100,000 more per year
Blended selected—primarily instructor
led with some Web content for self study
60% instructor delivered, 30% web,
10% individual coaching/mentoring
Success #24: Defense & Aerospace
Company (CLO, March 2003)



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


Payback period of 1-2 months
12 month ROI of 195 percent
Faster time to competency
Higher employee retention and customer
satisfaction
Reduced cycle times
Higher quality of service
Higher customer loyalty
Some Final Advice…