Delivering E‐learning. A Complete Strategy for Design, Application and Assessment

Citation

Peacock, S. (2012), "Delivering E‐learning. A Complete Strategy for Design, Application and Assessment", European Journal of Training and Development, Vol. 36 No. 8, pp. 848-850. https://doi.org/10.1108/03090591211263576

Book synopsis

The book is for those seeking to develop a strategic approach to e‐learning in the corporate environment: it is an introduction to this area for professionals and managers involved with staff development and e‐learning. Organised into nine chapters, the book focuses on three specific areas: introduction to e‐learning; e‐learning strategy development and, finally, self‐development and the future of e‐learning. In most of the chapters, Fee draws upon a series of interviews of experts in the field, summarising discussions with them to illustrate the narrative: these are presented as virtual roundtables. Checklists, tables, models diagrams and illustrative projects are used extensively throughout. Each chapter concludes with a summary of key points.

The first three chapters (introduction plus chapters 1 and 2) set the scene. Fee introduces e‐learning (stressing how it is an approach to learning which has been made possible by new technologies) and learners in the digital age (natives and immigrants; technophiles and technophobes). His working definition of e‐learning emphasises enabling, distributing and enhancing learning: these themes resonate throughout the book and are reflected in his three components of e‐learning: content, technology and learning design. He offers five models of e‐learning: online delivery, integrated online and offline learning, self‐managed e‐learning, live e‐learning and electronic performance support and links to them throughout. In these introductory chapters, he also explains the benefits of e‐learning for different learning styles and offers criteria for assessing organisational suitability for e‐learning and its potential impact, or not.

The main thrust of the book (chapters 3‐6) is strategic implementation of e‐learning. In chapter 3, Fee discusses strategy, debating what it is and, what it is not, and then outlines the benefits of an e‐learning strategy before providing guidance on how to start developing an e‐learning strategy. Of the next three chapters, the longest focuses on technology: suppliers and resources. Fee seeks to inform those new to this area of the pitfalls when dealing with vendors. He categorises the different types of learning technologies (Virtual learning environments, e‐assessment, authoring tools, specialist software and wikis) and offers 20 things to be wary of when working with vendors and these technologies. The next chapter addresses learning design issues and takes a broad perspective on design: visual as well as pedagogical. He gives five general principles of e‐learning design and applies them to the five different models of e‐learning. The chapter closes with a practical guide (dos and don'ts of design) plus an illustrative project. Chapter 6 considers evaluation offering five different models: Kirkpatrick, return on investment, return on expectation, six Sigma and total value add and finishes with an evaluation checklist.

The final chapter is for those advocating e‐learning. An extensive list of resources and references has been collated drawing on websites, blogs and printed materials. The epilogue discusses the future of e‐learning and the book concludes with a summary of 50 key points. A glossary of technical terms is provided.

Evaluation

The strength of this book is that it offers a practical model constituted of three parts: technology, learning design and evaluation as the basis for the development of an e‐learning strategy. Furthermore, throughout the text, Fee stresses that a new paradigm needs to be embraced about learning and e‐learning. It also emphasises that e‐learning does not necessarily suit all learners, all learning needs, all organisations and is not a quick, cheap fix nor an easy option.

However, the book has three limitations. The first is that in attempting to provide an easily accessible introductory guide, many of these chapters become a succession of models, check lists and lists of key points. The text becomes fragmented and disjointed and the key messages are lost. Chapter 6 is an example offering five different approaches to e‐learning evaluation with advantages and limitations. For an introductory work, it would have been more useful to have one approach, outlined in‐depth with examples of how it has been implanted to evaluate e‐learning (advantages and challenges), templates and exemplars. A synthesis of alternatives, which the advocate may wish to explore could have been provided.

Another major drawback of this work is focus: it tries to cover too much. In the foreword we are told that Fee wanted this book to encompass “everything you wanted to know about e‐learning but were afraid to ask!” Here is the problem. There is very little available to guide e‐learning strategy development in the corporate world. Fee has some excellent resources and practical hints and tips but by trying to cover everything, the work loses its impact. Although Fee states that some readers may prefer to focus on the strategy chapters, the first three chapters outline his approach and need to be read despite being overly long. A crisper, punchier style focusing on the strength of this book: strategic implementation would have been more appropriate for his audience.

Finally there is a lack of concrete exemplars and templates taken from a range of business: small, medium and large organisations. The illustrative project start to address this point but two or three examples of e‐learning strategies would have been really helpful.

Other minor issues relate to the lack of clear referencing: in text, at the end of each chapter and a reference list at the end of the book. These would help swift sourcing for the reader. Also more sources from academia would have been helpful such as those developed by JISCinfoNet. The over‐enthusiastic style may also be rather challenging, at times, for some readers.

Despite these limitations, this book could be used as an introductory reference manual, as Fee hopes. I would recommend the core chapters (chapters 3‐6) for those who have not implemented e‐learning and are new to this area. They offer some sound introductory guidance about preparing for a large‐scale implementation of e‐learning and may be used as the basis for implementing an e‐learning strategy. There are some excellent resources, practical hints and tips buried within these chapters, for example, quality assuring e‐learning, the questions to ask yourself when formulating an e‐learning strategy and micro‐design dos and don'ts amongst others. The first two chapters do raise some important points and are worthwhile to gain a wide overview of the e‐learning landscape.

In the author's own words

“The key to implementing successful e‐learning is to develop an e‐learning strategy that is right for your organization and constantly review what you do against that strategy. This book offers guidance on how to do that. In summary: you need to have a complete understanding of e‐learning and be clear in your advocacy of it; you need to develop an e‐learning strategy with a strong vision derived from your organization's inherent capabilities and aligned with your business and learning and development strategies; you need to recognise the technological resources at your disposal and marshal them to maximum effect; you need to design your e‐learning initiatives in line with your strategy; and you need to measure and evaluate your e‐learning in such a way as to achieve the best results for your organization” (p. 154).

About the reviewer

Susi Peacock is a Senior Lecturer in e‐learning at Queen Margaret University where she leads the implementation of technology enhanced learning. With her team, she is responsible for the implementation and support of e‐systems such as the Virtual Learning Environment, ePortfolios, personal voting systems, online synchronous learning environments, online marking, online examinations, wikis and smartboards. With a strong practitioner‐focus, Susi works with academics across the institution to support the integration of e‐learning into the curriculum to enhance the student experience. She has presented extensively at international and national conferences and published over 15 peer‐reviewed articles on staff development and the student perspective on e‐learning. Further information available at: https://eportfolio.qmu.ac.uk/viewasset.aspx?oid= 78945&type=webfolio Susi Peacock can be contacted at: speacock@qmu.ac.uk