Companies are moving their instructor-led training material to self-paced elearning (first generation elearning) to save costs, manage learners, manage scores, manage multiple courses, and feed this data into the human resource software for employee performance appraisal.
But, what happened to the learner and the quality of learning? Earlier, learning was instructor- led and it had pedagogic roots of classroom training methodologies. However, the same methodologies cannot be replicated to a self-paced learning system. The instructor also used to keep tab of individual learning needs and styles. Moreover, adult learners prefer instructor-led face-to-face learning than learning through the use of electronic media.
As learning moved to elearning, the variety of methods earlier used by the instructor reduced drastically to rudimentary instruction methods (read Jurassic age!) provided by an LMS. Now, e-instructors have to confine to drag-and-drop or 3-answer MCQs to test learners' procedural knowledge. As the manageability of the learning increased, the quality of learning suffered.
Corporations have also started singing LMS tune - the score of the course is directly proportional to the learning, which is directly proportional to employee remuneration. Corporations fail to realize that learning must be measured by measuring the quality of output at work and elearning score is no indication of performance. Training managers and HR managers must understand that learning and training is in context and must be measured in context - the context being the work environment.