5 reasons to incorporate eLearning in a face-to-face program
Technology is transforming how we learn in the digital era. As a result, an increasing number of businesses are integrating eLearning into their standard in-person training courses. But why should businesses take into account this hybrid strategy? In this post, we’ll look at 5 reasons to add eLearning to a traditional classroom setting.
1. Improve Learner Engagement
By including a range of interactive and multimedia-rich content, eLearning activities can improve learner engagement in face-to-face programs. Quizzes, games, and simulations are examples of interactive activities that help keep learners interested and inspired to study (Lopez, 2019). In addition, multimedia-rich content like movies, animations, and graphics can improve learning because they give learners visual and aural cues that will help them remember what they have learned (Clark & Mayer, 2016).
2. Expand Your Flexibility
By enabling learners to access course materials at their own speed and on their own schedule, eLearning may also improve flexibility in face-to-face programs. This is particularly helpful for learners who have demanding schedules and might not have time to attend conventional face-to-face training sessions (Allen & Seaman, 2017). Organisations can accommodate a larger range of learners and guarantee that everyone has access to the same learning opportunities by giving learners the freedom to learn when and where they choose.
3. Boost Memory Retention
By reinforcing learning via repetition and practice, combining face-to-face programs with eLearning may also increase information retention. Quizzes, case studies, and simulations are examples of eLearning activities that may help learners review and apply what they have learned, which can enhance knowledge retention (Cirillo & Osterhout, 2019). Furthermore, eLearning exercises can offer learners rapid feedback on their performance, allowing them to spot areas for development and consolidate their knowledge (Bransford, Brown, & Cocking, 2000).
4. Reduce Costs
By removing the requirement for physical training resources and facilities, eLearning integration into face-to-face programs can also lower training expenses. Organisations can cut the expenses of printing and shipping connected with conventional training materials by offering learning resources online. Additionally, by offering eLearning activities that can be done from a distance, organisations can lower the cost of renting training premises (Allen & Seaman, 2017).
5. Deliver Personalised Learning
Last but not least, integrating eLearning into face-to-face programs may give learners individualised learning opportunities. eLearning activities may be created to fit various learning preferences and styles, giving learners the freedom to study as it best suits them (Kumar & Kumar, 2015). Additionally, eLearning activities may be modified to fit specific learning objectives, enabling learners to concentrate on the areas in which they require the greatest assistance (Bransford, Brown, & Cocking, 2000).
As a result, integrating eLearning into face-to-face programs may boost learner engagement, increase flexibility, improve information retention, lower training costs, and offer individualised learning experiences. Organisations may give learners the best of both worlds by using a blended learning strategy that combines the advantages of conventional face-to-face training with those of eLearning. Organisations must adopt new learning technology and strategies as the world changes in order for their training programs to be successful and current.
Allen, I. E., & Seaman, J. (2017). Digital Learning Compass: Distance Education Enrollment Report 2017. Babson Survey Group.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
Cirillo, M., & Osterhout, R. (2019). A Case for eLearning: Improved Knowledge Retention, Cost Savings, and Productivity Gains. Journal of Organizational Learning and Leadership, 17(3), 53-60.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Kumar, N., & Kumar, A. (2015). A review on e-learning design considerations. International Journal of Research in Engineering and Technology, 4(9), 181-186.
Lopez, J. (2019). 8 Interactive eLearning Strategies to Engage Learners. eLearning Industry. Retrieved from https://elearningindustry.com/interactive-elearning-strategies-to-engage-learners.