Journal of Research in Innovative Teaching - National University

Challenges and Opportunities
From those who run organizations to those who help the organization run, everyone knows that
results are necessary regardless of the endeavor at hand. The question is, how do we create
tangible results for our organizations from e-learning programs (whether it is a business or an
institution of higher education) The short and easy answer is, create effective learning
experiences. The simplicity of the answer provides the context by which to operate:
• Define the goal(s)—expected specific results to be achieved by the e-learning experience
(academic program or training module)
• Engage key stakeholders (facilitators, developers, learners, evaluators); include those who will
participate in the e-learning to define the goals—do not create in isolation
• Benchmark where your entity is today and create milestones that will help you assess goal
achievement; drive the process by evaluation and by utilizing analytics (applies to both academia
and corporate environments)
• Implement the e2L model in the design of courses/trainings
• Create the ability to “go back” to the e-learning courses/trainings any time to make it just-in-time
(i.e., more immediate with faster development time)
• Provide reinforcement tools and/or resources to support reflective learning
• Corporate—application to the workplace and training development and deployment relevancy
• Academia—provide virtual learning communities to facilitate ongoing learning opportunities and
dialogue
• Evaluate and adjust your courses/trainings to best meet how students learn today and to
understand that e-learning is an evolutionary process.
Summary
The e2L framework is based on core curriculum development ideology that includes concept
(conceptual framework), theory (theoretical construct), and application (practical application,
use). Uniting these three core elements with e2L model design and delivery promotes improved
learning whether it is online or in the classroom. Ensuring that audio, visual, and kinesthetic
opportunities are built in and linked to the rest of the model has truly demonstrated a positive
impact on learning since its application. In addition, chunking learning elements into smaller
segments helps learner process, apply, and retain. This gives consideration to moving beyond the
days of the midterm and the final, expecting students to recall multiple data sets. Instead, provide
preassessments to gauge what they know and don’t know as they enter into the learning
experience, then review smaller chunks of information more frequently in mini-assessments.
This can be applied to both the corporate and academic settings.
The combined review and recent research regarding the e2L helps support this
proposition. As noted in the introduction, both the corporate arena and the academic arena are
further exploring efforts to effectively utilize electronic learning. The research must continue and
the e2L will clearly continue to evolve as humans and technology further interface around
learning.
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