Journal of Research in Innovative Teaching - National University

In the original publication by the e2L developers, Spectrum Pacific Learning Company’s
Larson-Daugherty and Cooper, the model was described as follows: The premise of the model is
(whether it is corporate training or an academic course) that concepts, theories. and practical
application are the core concepts that are delivered by key design and delivery elements. Of
paramount importance in the design is factoring in of learning styles of participants engaging
with the content. The learning needs to address the three primary learning styles as the
population is broken down into the approximate segments: audio, visual. and kinesthetic styles.
Statistics vary in terms of how the population falls into preferences for these styles.
In layman’s terms. one might suggest having the material presented in a way that allows
the learner the option or integrated mix of being able to “see it, hear it and/or do it.” This allows
the learner to identify with the delivery that best meets their learning styles, requirements and
needs.
As the model took form, it was critical to articulate that every concept, theory, and
application be delivered in a strategic presentation mix that includes audio, visual, and hands-on
opportunity to process the information. Other research suggested that there be subject matter
interaction, student community interaction, brief chunking of the information in the online
environment, both synchronous and asynchronous opportunities to interact, and assessments
throughout the learning experience so both the learner and facilitator can understand their
evolving levels of knowledge (Tallent-Runnels et al., 2006; Larson-Daugherty, & Mossavar-
Rahmani, 2007). Further, evaluation of the e-learning process and its content is critical to better
understand and address effective presentation mix (Horton, 2001). For a visual and audio
representation of the e2L, please visit Spectrum Pacific Learning Company’s website:
http://www.splclients.com/e2l/.
Initial e2L Changes
From 2002 to 2007, as e-learning continued to grow at a rapid pace, research into effective e-
learning also continued. The most notable discovery of the research, from the learner
perspective, was the importance of chunking information to retain learning (WorldWideLearn,
2010; Tan et al., 2003). Initially the e2L model proposed 7-minute clusters or chunks based on
processing of information and synthesis by learners. What was gleaned through this process,
particularly in the academic setting, was that online learners described wanting information in
even smaller chunks for easier processing. The e2L model recommends that the learning of
specific concepts can be chunked into the following: an overview of the concept, theoretical
construct data, and practical application. Further, each of these chunks should be delivered in
audio, visual, and kinesthetic learning formats, taking take no more than 3 to 5 minutes apiece.
The chunking of information into 3–5 minutes increases engagement level by condensing
learning into a shorter time-span (Science Daily Trend Report, 2008). The e2L model also
stresses the importance of pre- and post-assessments, as well as subject matter validation in
effective e-learning. Offering additional information and resources was also found to be helpful
(e.g., more detailed documents, audio files), but the highest probability of a student clicking on
the information, staying on the information, and remembering it was in shorter chunks (Tan et
al., 2003). As a result, a modification was made to the e2L model in 2007 that shifted clusters of
information from 5–7 minutes to 3–5 minutes (see Figure 2).
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