| Cost effective e-learning solutions from | | | | instruction are: |
| India | | | | |
| | | | - Grabbing attention |
| Over time, professionals of the e-learning | | | | |
| industry and their clients saw the need for | | | | - Telling learners the objective of the |
| cost-effective solutions. Today, the | | | | course |
| following are known to be the best ways of | | | | |
| showing cost-effectiveness in an e-learning | | | | - Stimulating recall of earlier learning |
| situation: | | | | |
| | | | - Bringing forth the stimulus |
| - Who is your target audience? What are his | | | | |
| learning preferences? To put across an | | | | - Offering guidance while learning |
| effective learning program, you must know | | | | |
| your target audience and his learning | | | | - Educing performance |
| preferences exceedingly well. Only then can | | | | |
| you write strong and focused content which | | | | - Providing feedback |
| should ideally be reviewed by an end user who | | | | |
| will be able to say if it is workable or not. | | | | - Rating performance |
| | | | |
| - What are your learning objectives? Once you | | | | - Enhancing retention and transfer |
| are sure of your learning objectives, it's | | | | |
| easy to write corresponding content for it. | | | | Use of interactivity: By using various kinds |
| You must also know the objectives of your | | | | of interactivity in e-learning content, |
| content and its outcome. Next, you should be | | | | learners remain involved, interested and |
| able to communicate with your learners | | | | continue with the course since this takes the |
| directly. | | | | monotony out of the single-way communication. |
| | | | It also makes active experimentation |
| - Remember Keller's ARCS model and Gagne's | | | | possible. |
| learning events: In 1987, John Keller created | | | | |
| the ARCS model which described the motivating | | | | Using real life scenarios: According to |
| factors for learning to take place. These | | | | cognitive theories, any new learning is |
| factors are: | | | | possible if it has a reference point, called |
| | | | schema. This makes retention of new |
| A: Attention | | | | information easier. Using real life scenarios |
| | | | and examples helps learners relate new |
| R: Relevance | | | | information with familiar situations or facts |
| | | | and so improve the quality of transfer of |
| C: Confidence | | | | knowledge and its retention. |
| | | | |
| S: Satisfaction | | | | Self-paced learning: Thanks to technology, |
| | | | e-learning is easy with the help of webinars, |
| The content should grab the attention of the | | | | facilitators, voice chat, chats, video |
| learner, be relevant to his needs, give him | | | | conferencing, asynchronous and on-line |
| confidence during the learning process and | | | | tutoring, etc. These techniques form |
| give him satisfaction of learning. | | | | important links between ILT and e-learning, |
| | | | and add to their advantages. |
| On the other hand, Gagne's nine learning | | | | |
| events which should be the basis of designing | | | | Pratibha R. S. |