- : Different learning habits can be addressed by variable forms of presentation.
To address different learning experiences and habits, it is advisable
to implement variable forms of presentation. These include audio,
visual, textual and graphic presentation of contents. Moreover,
learning contents can be organised in self-contained units or
modules, which may be accessed sequentially or according to the
learner's own preference. Tasks and exercises can also be checked
by tutors in order to ensure direct feedback. This way, learners
can monitor their own progress.
- : Offering incentives helps learners to accept new forms of learning. Preferences for familiar forms of learning may have a negative impact on how learners look at new, unfamiliar forms of learning.
Variable forms of presentation and exercises help in this case
as well. Moreover, material incentives might help to overcome
any reservations learners may have. In some projects, it was possible
to win over participants by lending them a laptop specifically
for the course. In one LERNET project, prizes were raffled off
among the participants who actively contributed to discussion
forums.
- : Tutors and learning
groups have a significant impact on the overall success (for more
information, see chapter 11). eLearning is not just eLearning.
User requirements increase, when eLearning is implemented in its
purest form, i.e. when learners are required to independently
process learning contents via the Internet with less support by
tutors and contact with other participants.
For certain learning objectives (e.g. acquisition of factual knowledge) and types of learners (autodidacts and people who like to learn) this might indeed be appropriate. Acceptance studies show however that most participants favour a combination of classroom activities and eLearning phases (i.e., blended learning), where discussions among all participants are taken for granted.
- : Stipulations regarding
learning times and places are a MUST (for more information see
chapter 12).
Private and work-related responsibilities limit the amount of time available for continuing education. Thus, a well-defined cost-benefit analysis is crucial for deciding whether to participate in courses. Accurate information about the learning offerings (e.g. course objectives, learning contents, methods and time required for course) and the different modules support a targeted selection.
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How this situation was approached in practice
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