Every person has made his own experiences with learning, with learning media and methods, and have thus developed his own learning habits. This often involves a certain amount of scepticism, including prejudices towards learning in general (“Learning is a sign of incompetence!”), towards learning contents (“Leadership skills can only be acquired by ‘by doing’.”), towards specific learning methods (“Role playing is not for me!”), towards certain media-based forms of communications (“Chatting is of little use for professional development.”).
Unlike other forms of learning, eLearning has very specific demands with regard to the skills of users. For instance, the lack of familiarity with computers and the Internet might have a negative impact on the actual learning process and frustrate the learners. Moreover, eLearning pushes the envelop by discounting the passive means of learning as is typical in classroom courses. Here, the user is encouraged to actively acquire contents (by working in groups or by himself) and to take responsibility for organising the learning process.
There are indeed factors that might affect the learning process. These
should be avoided right from the start (see chapter 4).
What should be taken into account when designing learning processes and offerings? How to establish a favourable learning environment? The following tips and information are based on the results of several LERNET projects.
- : The introduction to the technical learning environment must definitely be integrated in the overall course. The introduction to the technical learning environment was an integral part of every LERNET project. To support classroom instructions, the participants were given a manual with the most important rules on how to use learning environment.
- : The stability of the technical system must be guaranteed around-the-clock. The LERNET projects included technical support during learning. This service was provided seven days a week, either non-stop or eight hours a day – depending on the project. The learners accepted both ways. People did expect however the operation of the learning environment to be stable during periods with a lot of traffic, i.e. early in the morning, in the evening, on weekends and on bank holidays.
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