| Over time, professionals of the e-learning industry | | | | - Grabbing attention |
| and their clients saw the need for cost-effective | | | | - Telling learners the objective of the course |
| solutions. Today, the following are known to be | | | | - Stimulating recall of earlier learning |
| the best ways of showing cost-effectiveness in | | | | - Bringing forth the stimulus |
| an e-learning situation: | | | | - Offering guidance while learning |
| - Who is your target audience? What are his | | | | - Educing performance |
| learning preferences? To put across an effective | | | | - Providing feedback |
| learning program, you must know your target | | | | - Rating performance |
| audience and his learning preferences exceedingly | | | | - Enhancing retention and transfer |
| well. Only then can you write strong and focused | | | | Use of interactivity: By using various kinds of |
| content which should ideally be reviewed by an | | | | interactivity in e-learning content, learners remain |
| end user who will be able to say if it is workable | | | | involved, interested and continue with the course |
| or not. | | | | since this takes the monotony out of the |
| - What are your learning objectives? Once you | | | | single-way communication. It also makes active |
| are sure of your learning objectives, it's easy to | | | | experimentation possible. |
| write corresponding content for it. You must also | | | | Using real life scenarios: According to cognitive |
| know the objectives of your content and its | | | | theories, any new learning is possible if it has a |
| outcome. Next, you should be able to | | | | reference point, called schema. This makes |
| communicate with your learners directly. | | | | retention of new information easier. Using real life |
| - Remember Keller's ARCS model and Gagne's | | | | scenarios and examples helps learners relate new |
| learning events: In 1987, John Keller created the | | | | information with familiar situations or facts and so |
| ARCS model which described the motivating | | | | improve the quality of transfer of knowledge and |
| factors for learning to take place. These factors | | | | its retention. |
| are: A: Attention R: Relevance C: Confidence S: | | | | Self-paced learning: Thanks to technology, |
| Satisfaction The content should grab the attention | | | | e-learning is easy with the help of webinars, |
| of the learner, be relevant to his needs, give him | | | | facilitators, voice chat, chats, video conferencing, |
| confidence during the learning process and give | | | | asynchronous and on-line tutoring, etc. These |
| him satisfaction of learning. On the other hand, | | | | techniques form important links between ILT and |
| Gagne's nine learning events which should be the | | | | e-learning, and add to their advantages.. |
| basis of designing instruction are: | | | | |