Fast-paced & Dynamic
There are several ways in which eLearning differs greatly from teaching in a classroom. Some of these differences are an advantage, but others pose problems that need to be considered when developing an eLearning course. One of the biggest problems is keeping the students interested, and another is motivating them to participate.
Many who decide to take an eLearning course do it because, with eLearning, they can study at their own pace and when they have the time for it. This means they can learn even when they don’t have long periods of time available. Therefore, they want the content to be delivered quickly and in an engaging and informative way. Hence the importance of fast-paced and dynamic learning.
What do we mean by this? Continue reading to find out the details.
Many who decide to take an eLearning course do it because, with eLearning, they can study at their own pace and when they have the time for it. This means they can learn even when they don’t have long periods of time available. Therefore, they want the content to be delivered quickly and in an engaging and informative way. Hence the importance of fast-paced and dynamic learning.
What do we mean by this? Continue reading to find out the details.
Fast-paced eLearning
By fast-paced eLearning, we mean you need to get to the point quickly and in an informative manner. Regardless of the subject, in an eLearning environment, it is important to cut to the chase. Divide the sessions into short and informative segments that are easily digestible and can hold the learners’ attention.
An eLearning participant often wants a session or a course that they can fit into their daily schedule when they have a few minutes to spare. That is why you might want to divide an hour-long content into four or five short segments. Just make sure that participants have an opportunity to learn an important chunk of content by the end of each segment. By giving them the information they want and need quickly, you are giving them a reason to continue to the next segment. The advantage of a short course is that they can also easily repeat it if necessary, without investing a lot of their time.
An eLearning participant often wants a session or a course that they can fit into their daily schedule when they have a few minutes to spare. That is why you might want to divide an hour-long content into four or five short segments. Just make sure that participants have an opportunity to learn an important chunk of content by the end of each segment. By giving them the information they want and need quickly, you are giving them a reason to continue to the next segment. The advantage of a short course is that they can also easily repeat it if necessary, without investing a lot of their time.
Dynamic eLearning
A dynamic approach is just as important in eLearning as in any form of education. For example, let’s say you’re teaching Shakespeare. You could simply present all the important facts and works to your students and talk for the entire lecture while the students are listening. Many instructors do this in the classroom environment, and it is an example of very static learning that reduces learners’ engagement.
A dynamic approach would be to include a video, or other forms of media, introduce a challenge that learners need to solve, or add different game-based elements to your lecture, such as competitive quizzes. This is dynamic, engaging, and it requires more involvement from the students than simply listening does.
Dynamic eLearning is all about interaction and involvement. It’s aimed at giving learners the motivation and enthusiasm for acquiring knowledge.
A dynamic approach would be to include a video, or other forms of media, introduce a challenge that learners need to solve, or add different game-based elements to your lecture, such as competitive quizzes. This is dynamic, engaging, and it requires more involvement from the students than simply listening does.
Dynamic eLearning is all about interaction and involvement. It’s aimed at giving learners the motivation and enthusiasm for acquiring knowledge.