Why Learners Leave

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Subject:[NIFL-AALPD:1233] RE: Online PD--Why learners leave
From: Marrapodi, Jean (JMarrapodi_at_phcs.com)
Date: Mon Mar 29 2004 - 13:20:22 EST

In Debra Hargrove's post, she commented:

"We had only one problem.... we weren't RETAINING participants in our Retention Web-Based Training! Sure, we had loads of educators logging on, even from out of state. But for some reason, they weren't finishing the material. After a lengthy process of emailing and calling those who did not complete, we realized that our primary purpose for developing this online learning was NOT the only reason people signed up. For many, they didn't need in-service points.. they were just there to get the information and resources and then they left! Measuring the success of our course took on a whole new meaning. In our newer trainings, we've now included a section that asks, "Why are you here?" with ptions like, "To receive In-service Points" to "Just gathering information."

This is a great way to handle this. So often people come for what they are looking for, like they would access a website, and leave when they have found the info they needed. In training we call this Just In Time training, and specifically create resources to provide this type of support.

It is not uncommon for e-learning participants to drop out of an online program whether it is for PD or for training or for personal development. This type of discussion occurs in the online world of e-learning designers and trainers on a regular basis. One of the things with online PD, like any PD, is that it must meet the needs of the learner. With online learning, they're always one click away from bailing. It's a constant dilemma of "if we build it, will they come?"

Some of the problem is from poor instructional design. Why bother to read a lecture? Many expect advertising agency level of graphic design whenever they utilize the web, and come anticipating a tv-like experience. That won't happen in an e-course designed by a beginning designer. Some of it is a learning style thing. I've completed my Masters in Online Instructional Design totally online in an asynchronous format through Capella University, and am in the process of finishing up the PhD in Adult Ed in the same forum. I also like to participate in the Barnes and Noble online classes for enrichment. I'm a visual learner, and in Myers-Briggs speak, highly intuitive (ENFP), so this works well for me. I also work really hard in these courses. I also do software training over the internet in a synchronous format. For me, it's an ideal format. For others, it isn't always that way.

My 22 year old son works in NYC, and automatically uses the computer to simplify things. His older peers don't think that way. For Eric, technology is a tool he uses without thinking. For some older folks, it's taking the ideas and figuring out how to implement them, and the technology takes an extra step because of the learning curve to use it. That may also be an impediment for our teachers. Historically Adult Ed has not been on the leading edge of technology so they may not have the experience with the tools to make it automatic. Those of us on this listserv, even, if we asked a poll of 10 colleagues which listservs they participate in, we'd likely get 9.5 blank stares. I'm in a company that works with technology all the time, but I am the only one on the training staff who pays attention to any listservs. These keep me on the leading edge, and discussions like this form a good piece of my ongoing professional development.

In adult ed, we've repurposed from a lot of places for our material. If we're going to do online learning, it's a good idea to leverage the lessons learned from the e-learning pioneers before us and partner when we can utilize those resources. ASTD (American Society for Training and Development: http://www.astd.org) and the eLearning Guild (http://www.elearingguild.com) are just two of the myriad of resources out there.

Don't lose hope. It may not be the learner's non-interest. There are likely other factors at play.

Jean Marrapodi
Senior Education Specialist
Private Healthcare Systems

Subject:[NIFL-AALPD:1234] RE: Online PD--Why learners leave
From: Jane Mencer (jmencer@famlit.org)
Date: Mon Mar 29 2004 - 13:40:43 EST

Jean, would you recommend Capella's Master program in online instructional design? Had you investigated other colleges' and universities' programs as well? If so, what prompted you to enroll in Capella's program? Thanks.

Jane

Subject:[NIFL-AALPD:1237] RE: Online PD--Why learners leave
From: Marrapodi, Jean (JMarrapodi@phcs.com)
Date: Mon Mar 29 2004 - 15:58:19 EST

Jane- YES! Highly. Even more so now because they have brought in a department head who has extensive experience with one of the top e-learning companies in the nation. (Allen Interactive in Minneapolis.)

I wanted a program that would allow me to use my work in my school and vice versa. Capella is very much vested in scholar practitioner, and geared for people in the real world. Most of the students are 30-50 years old, so it's a non-traditional population. Many of the professors are authors of books in the field who were recruited to come on board. I also wanted something that allowed me flexibility. The online environment did just that. I did lots of my coursework over lunch from my office, and some late at night. I had no instructional design background, since my undergrad work was in special ed and I had taken a lot of credits in elementary ed toward a masters I never finished. They accepted 12 of those credits into my program. I completed the program 2 years ago, and when I was looking there were very few programs out there. I could take a program in training with 1-2 courses in ID, but nothing totally focused on online design.

One of my staff is taking a masters at the University of San Diego, and her program is much more structured than what I had, and she seems to be getting much more T&D than I was interested in. I looked at Walden University, also online, but they had a major reorg and dropped out of existence for a while. Capella is also accredited--a big plus for me.

I started with one course to test the waters in Summer 1999, then waited a while, switching jobs and waiting for tuition reimbursement to kick in, then came back in Spring 2000. I took 1 course per quarter, and finished by Spring 2002. I took other courses to get an Adult Education certificate, and realized I wasn't that far away form the PhD. I've loved the flexibility of the electives since I've been able to take such a variety. At the PhD level, there is also the opportunity to take a Directed Study and design your own course. I did one on the Learning Organization, one on Adult Literacy, and another on the MBTI in Education, which is this quarter.

Do check it out. That's all online and free. :) http://www.capella.edu Jean

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