When designing an eLearning course, we think of different strategies to make the course interesting and engaging. Even after putting all efforts, we get to know that the instructional strategy used is not appropriate, and all our hard work would go in vain. During the kick-off meeting of a project, we do ask who the target audiences for the course are. But, is that the only thing that we need to know about them? Certainly not. Here are a few other questions about the target audience that need to be answered before designing the course. 1. What is their purpose of taking the course? The first and most essential thing that we need to know is the purpose of the online course. We need to find out what our learners expect from the course. This helps us determine the learning outcome of the course. It also helps us ascertain which parts of the content are important and which need to be chunked. 2. What is their prior knowledge? The next important thing that needs to be known is what the learner already knows. If the learner is experienced and does not need training on the basics, it would be frustrating for him to go through all the basics again. In such cases, the basics should be included as ‘refreshers’, and the new topics must be explained elaborately. Similarly, if the learner has no prior knowledge of the topic, he should be taught from the basics clearly. 3. Are they tech-savvy? It is also important to know whether the learner is tech-savvy or not. If the learner is taking the eLearning course for the first time, then the course should be developed accordingly. Every instruction should be clear and understandable to the learner. The course should be kept simple and complex interactivities must be avoided, so that the learner can access it easily. 4. How much time do they spend on the course? Many times, we forget to ask this question to the client. But, this helps us decide how long the course should be. If the course is longer than the time they can spend on it, they may skip several slides. To avoid this, it is essential to get the right answer to this question. 5. How are they taking the course? It is very important to know how the learners would take the course. If they take it through their mobiles or iPads, suitable strategies must be formulated. This question also helps us choose the right tool to develop the course. The tool needs to produce output that is compatible with mobile devices. These are a few things that you need to know about the target audience of your online course, before you start designing the course. I hope you find this blog informative. Please do share if you have anything to add to the list. Related Posts10 Things Every Instructional Designer Should Do13 Things About Instructional Design You May Not Have Known5 Ways to Make E-learning Interesting - An Infographic

How To Stimulate Active And Collaborative Learning In The eLearning Space In my recent post I had been discussing ways of building flow in the eLearning course. There is some kind of contradiction when we think about this issue: As flow is a personal state of mind, it seems that it should be sought among learning activities that are being done on one’s own. On the other hand, peer-to-peer activities bring engagement and excitement, which seem necessary to reach the state of flow. Let us have a look at how we can create more engaging and collaborative ways of building competencies in the eLearning space. Variety Of Learning Methods There are hundreds of methods we could use to build one’s competence. Within the Learning Battle Cards project (see it here and here) we identified and described 100+ learning methods in the form of collectible cards. Every single learning method has its strong specifics; namely, it is more likely to be used: In the alone or collaborative learning context. In the passive or active learning context. 4 Spaces Of Learning So - there are 4 spaces of using individual learning methods. We could use them in the model of: Passive and alone learning. Passive and collaborative learning. Active and alone learning. Active and collaborative learning. As instructional designers, we often associate a particular learning method with one of these spaces. Unfortunately, we usually associate them with the most primitive one, which, for eLearning space, used to be alone/passive learning. Let's take a look at two examples of using movies and blogs in learning. In the eLearning space, the most common utilizations of movies are: Putting a movie into the eLearning course for self-learning. Using a movie within the process, as the Coursera-like learning message. Building a knowledge pill based on a video message. All of them are focusing on alone/passive space. When using blogs in the eLearning space, our first thoughts are to: Ask eLearners to read indicated blogs. Ask eLearners to respond (i.e. write comments) to their trainer’s blog. The first model of using blogs is, again, placed in the alone/passive space, while the second one, with a trainer’s proper management, could be a great example of active/collaborative space. Let's take a look below to find some inspiration on using these two learning methods in all learning spaces: What Can We Do? We should take into consideration that almost every learning method could be used in various learning spaces. In the learning (also eLearning) process we can, for example:  Ask learners to read an article, but we can also ask them to write it. Provide learners a check-list as a performance support tool, but we can also ask them to create the check-list themselves and email it to the trainer for verification or share it with their colleagues. Recommend learners to use a search engine during a scavenger hunt task, but we can also ask them to create a team and prepare such a task with a list of curated websites to consider while doing it. Provide learners with a newsletter, but we can also ask them to organize themselves, create a new one about a certain topic, and share it with the other learners. There are many possibilities - let's not limit ourselves to the most basic ones, which are located in the top-left corner of the above graph (alone/passive space): These basic options have a risk, as they are considered boring by learners. Questions To Ask While designing the learning process, we take into consideration various learning methods. While taking them into account, we should ask ourselves: How can I use this method for passive learning (learner as a receiver of the message / training routine)? How can I use this method for active learning (learner as a creator of the message / training routine)? How can I use this method for individual learning (message / training routine consumed or created by a single person)? How can I use this method for collaborative learning (message / training routine consumed or created by a team of people)? All of these questions can create new instructional ideas. Of course, the forth one seems to be the most important in terms of addressing this article’s topic. This post was first published on eLearning Industry.

Litmos LMS Tutorial: Modules Overview For Litmos LMS This Litmos LMS Tutorial presents how easy it is to import content into Litmos LMS. This video will show you how to create modules as well as explain a bit about the module types. The post Litmos LMS Tutorial: Modules Overview For Litmos LMS appeared first on VivaeLearning: The Best Free Video Tutorials Online.

Collaborative or social learning is a type of learning where people gain knowledge working in groups. Learners interact with each other and exchange ideas and information to solve problems. Various researches have proven that collaborative learning to be very effective as it improves thinking skills and enhances leadership capabilities. So, how can you facilitate effective collaborative learning in an online environment? Well, you need to use a learning management system (LMS). There are many LMSs in the marketplace which support collaborative learning programs. Of these, Moodle is the most popular and widely used. According to Capterra, this open-source LMS is used by 60 million people worldwide, nearly double the number of users of its nearest competitor. Let us now look at the features of this system, which facilitates collaborative learning. Hope you find this post useful. Do share your views. Related Posts8 Power- Packed Features of Moodle to Deliver and Manage Your Training [Infographic]Tracking Learners Activities: 10 Useful Reports Generated by Moodle LMS [Infographic]Preparing Classroom Session Using Moodle Face-To-Face plug-in

eLearning Platforms From A Teacher's Viewpoint  We all know and face the fact that the digital environment is in continuous change and development. And, why not? The 3.0 consumer is reinventing him/herself and becomes e-venturous. Therefore, the traditional education is losing more and more ground, and teachers, students, and professionals focus on new ways to develop, improve, and share their knowledge. The following table of comparison summarizes all the relevant and similar information I found on the eLearning platforms’ websites, with a touch of originality. By "originality" I mean custom questions that could help a teacher (but not only) reach the top information about the old/new e-teaching platforms. The table.   questions udemy.com novoed.com udacity.com icompany.training lynda.com What can an user do here? "a) Learning new skills b) Teaching online c) Training employees" "a) Learners b) Educators c) Companies" "a) Open courses b) Nanodegree Programs c) Georgia Tech Degrees (here)" "a) Online courses b) Become a teacher c) Become an affiliate" "a) Academic b)Business c)Government + d) Call for trainers" FREE / PAID (student) paid/free free/paid free/paid paid paid (+ free videos)(here) Fees (teacher) "Become an instructor" program, no fee to create and host courses Has no specific "teacher" program Has no specific "teacher" program (here) "Become a teacher program" Has a "Call for trainers" program Revenue share (for teachers, from paid courses) "a) Instructor Promotion b)Udemy Organic" (here) Regarding Stanford University's policy Regarding Georgia Tech's policy 3 offers (here) Regarding the amount of videos produced Partners Vs. Affiliates Has an "affiliates" program (here) "a) University Partners b) Foundations and Other Education Partners c) Corporate Learning Partners" (here) For the "Nanodegree" program (here) Has a "become an affiliate" program (here) Has a "partner" program (here) Courses - topics (IT Vs. non-IT) Both (here) Non-IT focused (here) IT focused (here) Both (here) Both (here) Various course languages Yes Yes Yes Yes Yes College credits An equivalent portfolio Exams + Certification / College credits + Stanford LEAD Certificate: Corporate Innovation Verified Completion Certificates+ "Nanodegree" program - Internship offer at AT & T Yes = Student practice equivalent Unreported Posibility of providing video content Yes Yes Yes Yes Yes (video2brain) Devices to learn from Any device Any device Any device Any device Any device Teachers' background Experts of any kind Experts of any kind Silicon Valley experts Experts of any kind Experts of any kind Countries worldwide offers Yes Yes Yes Yes Yes Teachers can earn based on their course format Yes Yes Yes Yes Yes Teaching experience required No Not really Yes No Yes Is a teacher course exclusive? Yes Yes Yes No Yes May a teacher delete a course? Yes Yes Yes No Yes Has a discussion forum Yes Yes Yes Yes Yes Was founded in 2009/2010 2012 2011 2014 1995 / 2002 An Emotional Issue: Modern collegiate coursework, friendship-based team Powerful partnerships, students collaboration (teams) A Silicon Valley company, lifelong learning, friendship-based team Young company, lifelong learning, personal development A LinkedIn company, old company, with vast experience The findings. As you can see in the table, a user of any of these eLearning platforms has various opportunities to learn, teach, or train according to his/her needs, in a free or paid mode. Here are some facts that emphasize the strengths of these platforms, along with their main focus activity, and that may be useful for a teacher: The majority of these eLearning platforms has a specific "teacher" program (e.g. Udemy, iCompany and Lynda), where "experts of any kind" could apply their courses, and earn money based on their course format (free or paid). Here (Udemy), here (iCompany), and here (Lynda) a teacher can sign up for courses they would like to share. All of them have a specific "affiliate / partner" program based on their own philosophy (e.g. Udacity has the "nanodegree" partnership; iCompany has an affiliate program). The teachers have also the possibility to sign up as affiliates or partners. Teachers’ background can be both from IT and non-IT areas (e.g. Udemy, iCompany, Lynda); NovoEd focuses on non-IT courses and Udacity focuses on IT courses. The majority has a restriction on the course mobility, in order to keep the information unique (iCompany allows teachers to also publish their content elsewhere). As an emotional issue, those platforms have their own way of "being" on the market, so they address to visitors’ emotions through their stories (teachers could identify themselves in some of them): Udemy has a specific, modern collegiate coursework and a friendship-based team. NovoEd has powerful partnerships and allows students to collaborate in small teams. Udacity is a Silicon Valley brand with a lifelong learning orientation and a friendship-based team. iCompany is a young company with a lifelong learning and personal development orientation. Lynda is a LinkedIn brand, with a vast experience on the field, focused on video content. To sum up, based on the previous facts and personal intuition, I think that if the relationship among the eLearning platform’s team, the teachers, and the students is based on a win-win direction, they will all benefit greatly from them the platforms. In that way, a complementary alliance among them all could be an awesome next step for the 3.0 adventurous consumer. This post was first published on eLearning Industry.

The eLearning industry is stepping into the next level with the help of advanced technologies and fluctuating trends. Moreover,now-a-days curriculumis getting more interactive and the learners are shifting in large numbers to mobile devices. As a consequence, the process of eLearning designing is changing. To suit these trends and changes, HTML5 is being used for the development of online courses. HTML5 is the latest version of Hypertext Mark-up Language (HTML), which includes CSS 3 and JavaScript. This version has enabled us to do many things which were not possible with earlier versions. It now allows us to embed images, animations and other objects into the eLearning course. The main reason to shift to HTML5 is that using the mobile devices in every aspect of day to day lives, and here HTML5 has been proved to be the troubleshooter. Now, I will discuss the advantages of HTML5 in eLearning courses. Delivery of Mobile Content: Learners are using mobile devices to access knowledge and information. It is a known fact that Flash output is not supported by iPads, iPhones and other mobiles, whereas mobiles and iPads, by default, support HTML5 content. HTML5 has some smart meta-tags that enable us to optimize the content for mobiles. Supports Offline Data Storage: We know that learners, now-a-days, want to access knowledge anywhere, anytime. They want data to be stored.So, HTML5 providesoffline support. This means that it can handle or store the data even when the application is not linked to the Internet. Organization of Content: HTML5 helps set the content flow with a pre-determined width that allows adjustments like making content wider or narrower depending on the size of the browser window. The web content can also be organized in such a way that it is understood by search engines and screen-readers easily. Supports Browsers: We can create rich web applications with the help of HTML5, as web browsers like Google Chrome, Microsoft Internet Explorer, Mozilla Firefox and Apple Safari are now trying to support all features of HTML5. One of the major advantages of HTML5 is that it doesn’t need any kind of plug-in for the web browser, to understand the code. Development of Games: HTML5 helps create interactive mobile-friendly games that can be used to make our courses interactive. We can also integrate simple graphics, create simple 2D drawings and do a lot more without plug-ins. There are several Authoring toolssuch as Adobe Captivate 7, Articulate Storyline, Camtasia Studio 8, iSpring, etc. available in market that allows to publish the courses into a HTML5 compatible format. HTML5 is a good option to deploy courses across different platforms. Hope this blog was use full to you. Related PostsWhat Does HTML5 Mean for E-learning?Six Ongoing Trends of E-learning IndustryNew Trends in Training and Development

Information security problems are on the rise affecting all organizations. Organizations are losing millions of dollars every year. According to a survey conducted by PwC on data-security breaches, 450k to 850k pounds is the average cost to a large organization of its worst security breach of the year. But why do you think this is happening? Ponemon Institute, a research firm, in 2013, pointed out that 35% of data breaches have occurred due to human factors, such as employees not handling sensitive information appropriately and lack of awareness. So, what should be done? Well, the employees need to be trained. There are various areas on which your employees need to be trained, such as: Degree of security needed for a particular type of information/data Responsibility of users in protecting their organization’s information/data Construction of strong passwords Consequences of information leakage Identification of information to be shared on social media Differentiation of confidential and non-sensitive information For more information on the topics, you can take a look at this presentation. It is very important to have proper policies in place and conduct awareness training programs, so that employees don’t make costly errors. But the question here is - how to effectively train them? Well, the online medium is the simplest and most economical and convenient means to complement your other training mediums. The content can be presented using visual aids, scenarios, case studies and videos that can help in reinforcing messages. The courses can be made learner-centric, and they can be presented very effectively using interactivities like click on tabs, rollovers etc. Also, quizzes can be used to assess learners on what they have learnt and help them identify the areas in which they need to improve. Moreover, it is easy to update online training content. However, designing an online course on information security is not so simple; you need to make sure it is effective enough to bring about a change in the behavior of your employees. Let us see how to build a successful information security training program. Decide on the Content of the Course: The first thing to do is decide on the content to be included in the online training program. It should cover the security procedures and rules and regulations which must be strictly followed. The main goal of the training program is to provide comprehensive knowledge of your firm’s security practices to your employees. Ensure the Online Training Material Is Easy to Use: The eLearning material should be easy to understand, so that your employees can analyze and grasp concepts easily. It can be made more interesting by using small quizzes and puzzles and scenarios based on real life situations. Create Awareness: Your employees should understand the importance of taking up the training. Implement a information-security awareness program with the support of the management. Once the employees are aware of the importance and need for information-security training, they are more likely to attend the training with an open mind and will be receptive to the suggestions shared during the training program. Acquire Awareness Materials: Collecting additional data from information-security training organizations is a good idea, as these firms are more experienced and can help with the right training content that can be added to the materials that are developed by in-house subject-matter experts. Track and Report: You need to track the employees’ performance and see that the training is utilized effectively. This can be done using a Learning Management System (LMS). Open-source LMSs like Moodle can be customized in a cost-effective manner as per your requirements. Proper training goes a long way in securing sensitive information and prevents data leakages which could result in considerable financial loss and the reputation of your organization taking a beating. Hope you find this post informative. Do share your views. Related Posts5 Important Tips to Manage Your E-learning Projects EffectivelyIT Security: Do Your Employees Realize the Threats Lurking Around?Planning Effectively to Impart First-rate Safety Training Online

The Quintessential Of Anchored Instruction Anchored instruction is directly linked to the idea of inert previous knowledge, that is knowledge people already have but they do not recall unless they are prompted to do so. Anchored instruction urges learners to retrieve this knowledge in order to solve problems related to the subject matter under study. Learning is enhanced when learners are able to collect information and acquire knowledge while they are striving to understand and solve problems that may arise within specific scenarios or situations based on the previous knowledge they probably have. When they lack previous knowledge, they can only memorize new facts. An anchored-based instructional design gives learners the opportunity, from the very beginning, apart from memorizing new information, to also understand how and where newly acquired knowledge can be applied, minimizing this way the possibility of its becoming inert. 3 Main Principles Of The Anchored Instruction Educational Model And Its Application To eLearning Course Design Anchored Instruction is also closely tied to Case-Based Learning and Situated Learning. In essence, learners are immersed in a story or scenario that allows them not only to explore a particular problem, but also to acquire skill sets that can be used in the real world. Principal elements of an instructional design based on the Anchored Instruction Educational Model are: Anchor-based scenarios. All lessons should be centered around what is known as an "anchor". This anchor is typically a problem solving scenario or case study. For example, one story may revolve around a mystery that must be solved, which includes the use of mathematical equations. Applied to eLearning, today, although today it’s not called anchored instruction, the model forms the basis for scenario-based learning, which allows learners to follow different learning paths and to obtain experience in alternative solutions in a risk-free environment. Discovery learning. Another basic principle of the anchored instruction approach is that the curriculum that is used should always allow learner to explore and delve into the problem or scenario. The same principle can also be applied to the instructional design for eLearning, by following a constructivistic approach where knowledge is constructed, by integrating eLearning activities that turn each learner into an active participant in the scenario, rather than a passive overlooker. Extensive use of multimedia. The use of multimedia programs or tools is highly encouraged when following an anchored instruction approach. The Cognition and Technology Group explained that the videos created, had been intended to recreate interesting, engaging, and realistic content that encouraged "active construction" of knowledge. Their videodiscs, of that time, when compared to verbal presentations, lectures, or textbooks, provided learners with a way to explore a particular topic in a more interesting way, instead of merely reading about it or being relayed the information from the instructor. Today, the use of multimedia is taken for granted in eLearning. Smaller file size and more advanced technology have improved the quality of the eLearning content and have a positive impact both on the effectiveness of the eLearning course and learners' satisfaction from their eLearning experience. Last, but not least, in order to be effective, "anchors" should enable learners to identify critical elements of the learning situation that need further investigation or activation of their previous knowledge. Anchored instruction must also intrinsically motivate learners by providing interesting activities within context, challenging enough to initiate the discovery learning process. Today, anchored instruction can be used in a wide variety of subject matters, particularly those designed to encourage the development of reasoning skills. Its principles are still in use in instructional design, especially for case-studies presented as branching scenarios and other type of eLearning activities that require learners’ active participation. In such cases, the instructional design normally follows a constructivist discovery learning approach appropriate for all age groups that is strongly recommended for eLearning courses addressing to adult learners. Join us at the Instructional Design History Journey A New Instructional Design Model Will Be Added Every Week! You are more than welcome to let us know if you would like us to cover an instructional design model and theory that is not included at the Instructional Design Models and Theories. Simply leave a comment at the Instructional Design Models and Theories. References: Cognition and Technology Group at Vanderbilt (2000) Adventures in Anchored Instruction: Lessons From Beyond the Ivory Tower. Advances in Instructional Psychology (Volume V. pp. 35-100). Mahwah, NJ: Lawrence Erlbaum Associates, Zech, L., Vye, N., Bransford, J. Goldman, S., Barron, B., Schwartz, D., Hackett, R., Mayfield-Stewart, C. & CTGV (1998). An introduction to geometry through anchored instruction. In R. Lehrer & D. Chazan (Eds.), New directions in teaching and learning geometry. Hillsdale, NJ: Lawrence Erlbaum Associates. Cognition and Technology Group at Vanderbilt. (1996). Anchored instruction and situated cognition revisited. In H. McLellan (Ed.), Situated learning perspectives (pp. 123-154) Englewood Cliffs, NJ: Educational Technology Publishers. Reprint: Educational Technology, 33(3), 52-70. Bransford, J.D., with the Cognition and Technology Group at Vanderbilt. (1994). Generative learning and anchored instruction: Design, research and implementation issues. In B. P. M. Creemers & G. J. Reezigt (Eds), New directions in educational research: Contributions from an International Perspective (pp. 33-62). Groningen: ICO. Bransford, J.D. with Moore, J.L., Lin, X., Schwartz, D.L., Petrosino, A., Hickey, D.T., Campbell, J. O., Hmelo, C. & Cognition and Technology Group at Vanderbilt [CTGV] (1994). The situated perspective: A reply to Tripp. Educational Technology, 34, 28-32. --Reprinted: The relationship between situated cognition and anchored instruction: A response to Tripp. In H. McLellan (Ed.), Situated learning perspectives (pp. 213-221) Englewood Cliffs, NJ: Educational Technology Publishers. Cognition and Technology Group at Vanderbilt. (1993, March). Anchored instruction and situated cognition revisited. Educational Technology, 33, 52-70. Cognition and Technology Group at Vanderbilt. (1993). Toward integrated curricula: Possibilities from anchored instruction. In M. Rabinowitz (Ed.), Cognitive science foundations of instruction (pp. 33-55). Hillsdale, NJ: Lawrence Erlbaum Associates. Cognition and Technology Group at Vanderbilt. (1992). Anchored instruction approach to cognitive skills acquisition and intelligent tutoring. In W. Regian & V. J. Shute (Eds.), Cognitive approaches to automated instruction (pp. 135-170). Hillsdale, NJ: Lawrence Erlbaum Associates. Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291-315. Cognition and Technology Group at Vanderbilt. (1992). Anchored instruction in science and mathematics: Theoretical basis, developmental projects, and initial research findings. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 244-273). New York: SUNY Press. Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10. Dr. John D. Bransford - University of Washington THEORY NAME: Anchored Instruction Cognitive Constructivism & Social Constructivism: Anchored Instruction This post was first published on eLearning Industry.

Litmos LMS Tutorial: Setting up Ecommerce in Litmos LMS This Litmos LMS Tutorial presents how simple it is to set up the E commerce feature in Litmos. However, if you don’t know what you are doing it can be frustrating. This short video shows you everything you need to set up your E commerce in Litmos. The post Litmos LMS Tutorial: Setting up Ecommerce in Litmos LMS appeared first on VivaeLearning: The Best Free Video Tutorials Online.

The main purpose of training is to improve business performance by increasing revenue and reducing costs.Organizations spend billions on employee training and development programs because imparting effective training helps companies enhance the knowledge, skills and capabilities of their employees, thereby enhancing their productivity. It is common knowledge that all firms try to get the best Return on Investment (ROI) on their L&D initiatives. We can maximize the ROI on training, using eLearning. According to a report released by IBM, companies who utilize eLearning tools and strategies have the potential to boost productivity by up to 50%. For every $1 that a company spends, it’s estimated that it can receive $30 worth of productivity. Here, I would like to list 5 advantages of using the online training medium. 1. Saves time British Telecom delivered e-business training to 23,000 employees in three months at a cost of £5.9m, compared to £17.8 million and a five-year time span for classroom training (Source: Taylor, 2002).  As eLearning is asynchronous innature, it reduces the time to rollout updates. E-learning materials can be updated quickly online and hosted at a central repository, where employees can access the updated materials. Furthermore, learners don’t have to travel to take online courses. This saves considerable time and money. 2. Delivers cost-effective training Companies save about 50% to 70% on training, when they replace instructor-led training sessions with eLearning courses, due to reduced or eliminated travel costs and more targeted training (IOMA 2002). With the help of rapid authoring tools, eLearning courses can be developed cost-effectively to improve performance and provide opportunities for growth and development. For example,a 60 minuteonline course can be developed in about 3-4 weeks using rapid authoring tools. 3. Offers Flexibility E-learning is highly flexible. Online courses can be delivered, anytime, anywhere, on any device, allowing learners to access courses conveniently. Furthermore, online courses can be translated into multiple languages, quickly, at low cost. 4. Maintain Consistency As eLearning is asynchronous and self-paced,it ensures consistency in the format and delivery of content. This goes a long way in motivating employees to take the course. With consistency and standardization, a high quality eLearning course can be delivered to the employees. 5. Allows Tracking E-learning allows employees to know where they are in the course and how much they learned. It allows organizations to track the performance of their employees. With an LMS, organizations can improve the efficiency of eLearning courses and online training programs. Let’s compare eLearning with other modes of learning. (Source: http://www.trainingindustry.com/content-development/articles/understanding-the-roi-of-elearning.aspx) Thus, we see that eLearning is the best training methodologyand organizations can use the online training medium to improve their performance by increasing revenues and decreasing costs. Please share your thoughts! Related Posts3 Things to Get The Ball Rolling for E-learning - An InfographicE-learning Outsourcing - Free E-bookBlending Technologies to Enhance Learning and Performance