Top eLearning Statistics And Facts

by Christopher Pappas

eLearningCountless reports, surveys, and studies have shown that eLearning industry isn’t showing any signs of slowing down. In fact, an increasing number of individuals, corporations, and institutions are turning to eLearning as they recognize its effectiveness and its convenience. Here are some important eLearning statistics and facts for 2015, some of which may even surprise you! Continue reading

Nine Principles for Excellence in Web-based Teaching

by Jim Henry & Jeff Meadows


Like many faculties, our online and blended course offerings have increased significantly over the past few years (Ellis & Hafner, 2003; Moskai, Dziuban, Upchurch, Hartman, & Truman, 2006; Oliver, 1999; Orde, et al., 2001; Steinweg, Trujillo, Jeffs, & Warren, 2006). Teachers with little or no online experience have been venturing out of their classrooms and into the virtual world, some by choice; some by assignment. Listen in on the inevitable conversations that result and you are likely to hear a wide array of comments. Some describe the excitement and still untapped potential of online education. Others tend to speak in heavy voices about being overwhelmed by discussion forum posts, deluged by email, imposed on by unrealistic student expectations, and frustrated by mysterious technical problems. Some praise the high quality of the courses they have participated in; some seem to believe that online excellence is something of an oxymoron. Continue reading

Gamification In Learning

by Abhijit Kadle

wpid-gamification-dictionaryThere has been so much buzz around gamification recently that it can be difficult to separate the hype from the reality. With clients asking the first questions about gamification, in this post I’m attempting to draw some lines around gamification in learning. First off, as I understand it, gamification in learning means attempting to apply the principles that make individuals play games for thousands of hours. Gamification is not ‘gaming’, we needn’t create digital games costing thousands of dollars and hours to benefit.

Gamification is about ‘game mechanics’ – taking the principles that make games addictive and applying them in a learning context – to improve retention and recollection of knowledge, better application and practice of skills, etc. Properly implemented, gamification has the potential to make learning ‘stickier’, increase uptake of learning content and also provide a more comprehensive record of learning than is possible using conventional measures in courses. Digital games are vastly popular and they are only becoming more commonplace in our daily lives. As we see, ‘gen Y’ is rapidly entering the workplace, by 2015 they make up the bulk of the working population. These ‘digital natives’ tend to behave differently from those who came before them. They are less concerned about privacy, share openly, and are mostly mobile. It makes sense to leverage these characteristics to assist learning, possibly through gamification.

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Top 7 Myths Of Mobile Learning

by Amit Garg

When it comes to mobile learning myths and misconceptions abound. The mlearning domain is still new to many, so this confusion is to be expected.

These myths are holding back widespread adoption of mobile learning in the workplace.

Here is a list of the more common ones I come across. Also contrast with a list of myths we posted on this blog a couple of years ago.

1. It’s just elearning on the phone

This is the most common misconception about mlearning which leads you to evaluate how to implement elearning on mobile devices. In reality, mlearning is different from elearning in terms of size of courses that can (or should) be delivered on mobiles; the context in which mlearning is accessed. Designers must consider the always on nature of phones which help capture the moment of creative learning and other such factors. I’d suggest staying away from converting existing elearning courses to mlearning unless you have a strong reason to do so.

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10 Tips For Designing mLearning And Support Apps

by Connie Malamed

For quite a while now, I’ve been poring over mobile design books, listening to podcasts and reading online content to learn the best practices for designing mobile phone applications as I design one of my own.

Strangely enough, it seems as though many gurus actually agree on the basics of functionality, usability and aesthetics required for making an effective mobile application. Here I’ve gathered up what I think are the best practices of mobile app design and applied them to mobile learning and mobile performance support when possible.

1. Use a broad definition of mobile

Although mobile applications are often used while someone is busy and on the go, they are also used in a calmer context. For example, people check Twitter updates on their mobile phones while at home, they read articles on the phone while waiting in a doctor’s office, and they may even use mobile phones at their desks, if the convenience factor is greater than using a computer.

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Background of Mobile Learning or mLearning

A skill of learning which opted using mobile or any other handheld device is is called mobile learning. Mobile learning is shortly briefed as MLearning. A Learning technique which decrease the limitation of learning location and time with the mobility of general portable device.

A convenient method to enhance a new way of learning experience from mobile where you can get different sources to learn. Mobile learning is a combination of distance learning and e-learning.

Framework of Mobile Learning System:

Mobile learning system is developed mainly using three major domains they are as follow:

1. Device Usability: It refers to the mobile usability and how we validate the services in the mobile for mobile learning. This also includes the type of mobile device, features of mobile and the mobile content design.

2. Network Infrastructure: It refers to wireless network infrastructure, capabilities and the cost required for the services.

3. E-Learning System: The needs of virtual learning and e-learning components and system used in mobile for the development process to learn.

Objectives of Mobile Learning/mLearning:

Mobile learning as been great advantage and helped people to be independent in their own way of learning and some of objectives are:

1. Supports interactive learning.

2. Independent Learning.

3. Improves Communication.

4. Helps to raise Self Confidence.

5. Enable Global Collaboration and access to information.

6. Enhance Knowledge.

History of Mobile Learning/mLearning:

o In 1968, Alan Kay and his colleagues in the learning research group developed the Dynabook, a book-sized computer for education.

o In 1975, IBM 5000 became the first available portable computer laying the groundwork for mobile education.

o In 1996, Palm releases PalmOS which gives access to learning and organization software on handset devices.

o In 2001, The European Commission funds launch the Mobile Learn Project to explore mobile education.
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7 Ways to Market E-Learning

Like any other product or service, e-learning needs marketing to attract customers, get them to buy into it, and keep them coming back for more.

Very few people in the e-learning industry are marketing professionals. So we need to do a little learning. Here we present a taster of 7 marketing and implementation actions that you can take right now to achieve better results in e-learning take up, completion, satisfaction – and sustainability.

Stephen Walsh ( gives us some key advice on helping to ensure your learning initiative is a success.

We’re deliberately staying out of the tactical PR territory of how to write a memo or design a poster – good things to do, certainly. But before you get to that point, you need to know what you’re trying to say, to whom. And that’s what we’re looking at here.

Our top tips:

1.They’re right: You do have to sell the sizzle

2.Give the learners what they want

3.Line managers are your new best friends

4.Find Elvis

5.Find lots of Elvises

6.It’s a jungle out there: Be a Guerilla

7.Ask the marketing department (D’oh!)


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