Citation
Frame, S. (2013), "Online experiential learning: bridging the gap between theoretical knowledge and real-world competence", Strategic HR Review, Vol. 13 No. 1. https://doi.org/10.1108/SHR-07-2013-0078
Publisher
:Emerald Group Publishing Limited
Online experiential learning: bridging the gap between theoretical knowledge and real-world competence
Article Type: e-HR From: Strategic HR Review, Volume 13, Issue 1
How technology is changing the way HR works
The use of online learning has revolutionized learning and development, enabling organizations to train more people, at a lower cost, with similar or even better learning outcomes compared with classroom-based learning. Yet while recent technological advances have helped HR departments to deliver more sophisticated online learning solutions, the majority of courses today are still built upon the traditional “tell and test model, where learners passively consume information and then complete a test to assess knowledge retention. There is a critical gap between learning and doing that only experience can bridge. So how is technology-based learning evolving to bridge that gap?
The practical application of online experiential learning simulations
Online experiential learning simulations use photo-realistic settings and interactive video-enabled characters to provide learners with an engaging, authentic experience. Mapped to key course learning objectives, these pedagogically sound, story-based training tools integrate “natural assessments that test learners by asking them to undertake activities that they might encounter naturally in the workplace. For example, learners participate in meetings and informal office discussions and must make decisions that have real implications. This is very different from classroom-based role-play and simple scenarios offered in traditional e-learning, both of which tend to focus on specific, discrete processes or situations.
The key to developing effective simulations lies in the instructional design. In real life, people can take different paths to become competent. To provide a truly authentic experience, interactive simulations must allow learners to undertake their own personalized path through the learning. The instructional designers and scriptwriters must develop adaptive, multi-branch pathways within the over-arching storyline and encapsulate all the information and activities necessary to deliver the learning objectives.
Usability and support are two other essential success factors. Emphasizing an intuitive, easy-to-use interface is an important design best practice. The user interface (UI) should provide helpful tools while being as non-obtrusive as possible in order to enhance immersion. There will always be users, however, who need basic computing support. The on-demand, anytime, anywhere convenience of these online learning tools also means that a support system must be in place to provide learners with the best possible experience.
Online experiential learning simulations are gaining increased interest
In June, Towards Maturity (2013) released a report entitled, Online Experiential Learning: Helping Individuals Practise and Perform. As this report highlighted, delivering effective workplace training is a major challenge for many companies. Using data drawn from over 500 learning and development professionals spanning a range of 28 industries and 37 nations, the report revealed that over 95 per cent of organizations seek to “improve the sharing of good practice but only 25 per cent succeed. Furthermore, 94 per cent of organizations seek to “speed up the application of learning back into the workplace but in reality only 23 per cent are successful. What was particularly interesting was that 20 per cent of organizations are already using online experiences such as games and interactive simulations – and this figure is on a steady rise.
The report states: “Storytelling within e-learning has had take-up rates significantly higher than other similar courses or equivalent courses in previous years and feedback has indicated that generally people responded well to the use of realistic stories – showing, rather than telling – and felt better able to apply the learning as a result.
The future of learning and development
Common drivers for the use of online learning – scalability, reusability, convenience, and consistency – are becoming increasingly important in time and resource-constrained organizations. At the same time, organizations want to deliver richer, deeper, more effective and engaging learning interventions to improve competence and results.
Towards Maturity reported that: “Online experiential learning can increase learners confidence, help them apply learning and improve engagement. Of the organizations audited by Towards Maturity, two thirds reported that learner engagement improved and over half reported increased learner confidence and better ability to apply learning.
An increasing number of organizations are using online experiential learning simulations to help them meet their strategic learning needs. This movement is motivating HR departments to reassess the efficacy of traditional online learning solutions and consider new approaches that are better equipped to help their employees learn essential skills, processes or behaviours needed for business success.
Sarah Frame
References
Towards Maturity (2013), Online Experiential Learning: Helping Individuals Practise and Perform, available at: http://www.towardsmaturity.org/article/2013/06/05/online-experiential-Learning-Towards-Maturity/
About the author
Sarah Frame is EMEA business development director at Toolwire. She has worked at a senior level in the education sector for many years and has experience within both the public and private sectors. Toolwire is a learning solutions provider specializing in products and services for experiential learning. Toolwire delivers interactive Digital Media Simulations across a broad range of subjects such as business, healthcare, legal, information technology, and more. Sarah Frame can be contacted at: mailto:sframe@toolwire.com