What Have We Learned From the Research on Online Learning?

1
What Have We Learned From the Research on Online
Learning?

• Dr. Curtis J. Bonk
• Professor, Indiana University
• President, CourseShare and SurveyShare
• http//php.indiana.edu/cjbonk,
• cjbonk_at_indiana.edu

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Tons of Recent Research

• Not much of it
• ...is any good...

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Basic Distance Learning Finding?

• Research since 1928 shows that DL students
  perform as well as their counterparts in a
  traditional classroom setting.
• Per Russell, 1999, The No Significant Difference
  Phenomenon (5th Edition), NCSU, based on 355
  research reports.
• http//cuda.teleeducation.nb.ca/nosignificantdiffe
  rence/

4
Online Learning Research Problems (National
Center for Education Statistics, 1999 Phipps
Merisotos, 1999 Wisher et al., 1999).

• Anecdotal evidence minimal theory.
• Questionable validity of tests.
• Lack of control group.
• Hard to compare given different assessment tools
  and domains.
• Fails to explain why the drop-out rates of
  distance learners are higher.
• Does not relate learning styles to different
  technologies or focus on interaction of multiple
  technologies.

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Online Learning Research Problems(Bonk Wisher,
2001)

• For different purposes or domains in our study,
  13 concern training, 87 education
• Flaws in research designs
• - Only 36 have objective learning measures
• - Only 45 have comparison groups
• When effective, it is difficult to know why
• - Course design?
• - Instructional methods?
• - Technology?

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Evaluating Web-Based InstructionMethods and
Findings (41 studies)(Olson Wisher, October,
2002 International Review of Research in Open
and Distance Learning)
http//www.irrodl.org/content/v3.2/olsen.html
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Wishers Wish List

• Effect size of .5 or higher in comparison to
  traditional classroom instruction.

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Evaluating Web-Based Instruction Methods and
Findings(Olson Wisher, 2002)

• there is little consensus as to what variables
  should be examined and what measures of of
  learning are most appropriate, making comparisons
  between studies difficult and inconclusive.
• e.g., demographics (age, gender), previous
  experience, course design, instructor
  effectiveness, technical issues, levels of
  participation and collaboration, recommendation
  of course, desire to take addl online courses.

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Evaluating Web-Based Instruction Methods and
Findings(Olson Wisher, 2002)

• Variables Studied
• Type of Course Graduate (18) vs. undergraduate
  courses (81)
• Level of Web Use All-online (64) vs.
  blended/mixed courses (34)
• Content area (e.g., math/engineering (27),
  science/medicine (24), distance ed (15), social
  science/educ (12), business (10), etc.)
• Attrition data (34)
• Comparison Group (59)

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Some of the Research Gaps(Bonk Wisher, 2000)

• 1) Variations in Instructor Moderation
• 2) Online Debating
• 3) Student Perceptions of e-Learning Envir.
• 4) Devel of Online Learning Communities
• 5) Time Allocation Instructor and Student
• 6) Critical Thinking and Problem Solving
  Applications in Sync/Asynchronous Envir
• 7) Peer Tutoring and Online Mentoring
• 8) Student Retention E-learning and Attrition
• 9) Graphical Representation of Ideas
• 10) Online Collaboration

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Compare Higher Ed and Corp
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1. Research in Higher Ed
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My Evaluation Plan
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Electronic Conferencing Quantitative Analyses

• Usage patterns, of messages, cases, responses
• Length of case, thread, response
• Average number of responses
• Timing of cases, commenting, responses, etc.
• Types of interactions (11 1 many)
• Data mining (logins, peak usage, location,
  session length, paths taken, messages/day/week),
  Time-Series Analyses (trends)

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Electronic Conferencing Qualitative Analyses

• General Observation Logs, Reflective interviews,
  Retrospective Analyses, Focus Groups
• Specific Semantic Trace Analyses, Talk/Dialogue
  Categories (Content talk, questioning, peer
  feedback, social acknowledgments, off task)
• Emergent Forms of Learning Assistance, Levels of
  Questioning, Degree of Perspective Taking, Case
  Quality, Participant Categories

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Student Basic Quantitative

• Grades, Achievement Test Scores, etc.
• Number of Posts
• Overall Participation
• Computer Log Activitypeak usage, messages/day,
  time of task or in system
• Attitude Surveys

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Student High-End Success

• Message complexity, depth, interactivity,
  questioning
• Collaboration skills
• Problem finding/solving and critical thinking
• Challenging and debating others
• Case-based reasoning, critical thinking measures
• Portfolios, performances, PBL activities

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Other Measures of Student Success(Focus groups,
interviews, observations, surveys, exams, records)

• Positive Feedback, Recommendations
• Increased Comprehension, Achievement
• High Retention in Program
• Completion Rates or Course Attrition
• Jobs Obtained, Internships
• Enrollment Trends for Next Semester

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Findings Learning Improved(Maki et al., 2000)

• Intro to Psych Lecture vs. Online
• Online performed better on midterms.
• Web-based course students scored higher since had
  weekly activities due
• Lecture students could put off reading until
  night before exam.

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Findings Learning Improved(review by Chang,
2003)

• Online outperformed peers in histology
  (anatomyplant and animal tissues under
  microscope) course (Shoenfeld-Tacher et al.,
  2001)
• Web enhancements raised exam performance, grades,
  attitudes toward economics
• Agarwal and Day (1998)
• Online business communications students performed
  better on final exams than on campus (Tucker,
  2000)

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Integrating Wireless Content Syllabus Magazine,
May 13, 2003

• Study by Mobile Learning Corp group of college
  institutions
• Digital content helped first-year college
  accounting students learn
• Online interactive exercises useful to student
  learning
• Encouraged independent student learning, and
  instructors to adopt coaching role.

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Findings Learning Worse(Wang Newlin, 2000)

• Stat Methods Lecture vs. Online
• No diffs at midterm
• Lecture 87 on final, Web a 72
• Course relatively unstructured
• Web students encouraged to collab
• Lecture students could not collab
• All exams but final were open book

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Findings Learning WorseOrganizational
Behavior, IUSE(Keefe, Educause Quarterly, 1,
2003)

• Keefe studied 4 semesters of courses, 6 sections,
  118 students
• Face-to-face more satisfied with course and
  instructor
• Those in online course associated with lower
  grades

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Learning Improved or Not?(Sankaran et al., 2000)

• Students with a positive attitude toward Web
  format learned more in Web course than in lecture
  course.
• Students with positive attitude toward lecture
  format learned more in lecture format.

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Contrasting Findings are the Norm

• Some courses impersonal, isolating, and
  frustrating (Hara Kling, 2001)
• Sense of community and lower attrition rates when
  support interactivity, reflection, and sharing
  (Harnishfeger, March, 2003)

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Problem-Based LearningDistance Ed, 23(1), 2002

• Practical learning issues generated more
  interactions and higher levels of interaction
  than theoretical issues
• Communities of learners need to negotiate
  identity and knowledge and need milestones (chat
  session agreements, producing reports, sharing
  stories, and new work patterns)
• Group development (1) negotiate problem and
  timetable, (2) divide work in subgroups, and (3)
  produce drafts of products

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Network Conferencing Interactivity (Rafaeli
Sudweeks, 1997)

• 1. gt 50 percent of messages were reactive.
• 2. Only around 10 percent were truly interactive.
  
• 3. Most messages factual stmts or opinions
• 4. Many also contained questions or requests.
• 5. Frequent participators more reactive than low.
• 6. Interactive messages more opinions humor.
• 7. More self-disclosure, involvement,
  belonging.
• 8. Attracted to fun, open, frank, helpful,
  supportive environments.

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Schallert Reed, AERA, April 2003

• Nonnative students do not participate equally in
  written discussions
• Enthusiastic and frequent contributors do not
  necessarily make intellectually significant
  contributions.
• Some who seem deeply engaged may be less
  rigorously engaged in many conversations

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Collaborative Behaviors(Curtis Lawson, 1997)

• Most common were (1) Planning, (2) Contributing,
  and (3) Seeking Input.
• Other common events were
• (4) Initiating activities,
• (5) Providing feedback,
• (6) Sharing knowledge
• Few students challenge others or attempt to
  explain or elaborate
• Recommend using debates and modeling appropriate
  ways to challenge others

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Dimensions of Learning Process(Henri, 1992)

• 1. Participation (rate, timing, duration of
  messages)
• 2. Interactivity (explicit interaction, implicit
  interaction, independent comment)
• 3. Social Events (stmts unrelated to content)
• 4. Cognitive Events (e.g., clarifications,
  inferencing, judgment, and strategies)
• 5. Metacognitive Events (e.g., both metacognitive
  knowledgeperson, and task, and strategy and well
  as metacognitive skillevaluation, planning,
  regulation, and self-awareness)

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Surface vs. Deep Posts(Henri, 1992)

• Surface Processing
• making judgments without justification,
• stating that one shares ideas or opinions already
  stated,
• repeating what has been said
• asking irrelevant questions
• i.e., fragmented, narrow, and somewhat trite.

• In-depth Processing
• linked facts and ideas,
• offered new elements of information,
• discussed advantages and disadvantages of a
  situation,
• made judgments that were supported by examples
  and/or justification.
• i.e., more integrated, weighty, and refreshing.

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Critical Thinking (Newman, Johnson, Webb
Cochrane, 1997)

• Used Garrisons five-stage critical thinking
  model
• Critical thinking in both CMC and FTF envir.
• Depth of critical thinking higher in CMC envir.
• More likely to bring in outside information
• Link ideas and offer interpretations,
• Generate important ideas and solutions.
• FTF settings were better for generating new ideas
  and creatively exploring problems.

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Social Construction of Knowledge (Gunawardena,
Lowe, Anderson, 1997)

• Five Stage Model
• 1. Share ideas,
• 2. Discovery of Idea Inconsistencies,
• 3. Negotiate Meaning/Areas Agree,
• 4. Test and Modify,
• 5. Phrase Agreements
• In global debate, very task driven.
• Dialogue remained at Phase I sharing info

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Research on Instructors Online

• If teacher-centered, students explore less,
  engage less, interact less (Peck, and Laycock,
  1992)
• Informal, exploratory conversation fosters
  risktaking knowledge sharing (Weedman, 1999)
• Online Teaching Job Varies--Plan, Interaction,
  Admin, Teaching
• (McIsaac, Blocher, Mahes, Vrasidas, 1999)

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Three Most Vital Online Teaching SkillsThe
Online Teacher, TAFE, Guy Kemshal-Bell (April,
2001)

• Ability to engage the learner (30)
• Ability to motivate online learners (23)
• Ability to build relationships (19)
• Technical ability (18)
• Having a positive attitude (14)
• Adapt to individual needs (12)
• Innovation or creativity (11)

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Feelings Toward Online TeachingThe Online
Teacher, TAFE, Guy Kemshal-Bell (April,
2001)(Note 94 practitioners surveyed.)

• Exciting (30)
• Challenging (24)
• Time consuming (22)
• Demanding (18)
• Technical issue (16) Flexibility (16)
• Potential (15)
• Better options (14) Frustrating (14)
• Collab (11) Communication (11) Fun (11)

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Dennens Research on Nine Online
Courses (sociology, history, communications,
writing, library science, technology, counseling)
Poor Instructors Good Instructors

• Provided regular qual/quant feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades, other assessments.
• Used incremental deadlines

• Little or no feedback given
• Always authoritative
• Kept narrow focus of what was relevant
• Created tangential discussions
• Only used ultimate deadlines

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Role of Online Teacher(Bonk, Kirkley, Hara,
Dennen, 2001)

• TechnicalTrain, early tasks, be flexible,
  orientation task
• ManagerialInitial meeting, FAQs, detailed
  syllabus, calendar, post administrivia, assign
  e-mail pals, gradebooks, email updates
• PedagogicalPeer feedback, debates, PBL, cases,
  structured controversy, field reflections,
  portfolios, teams, inquiry, portfolios
• SocialCafé, humor, interactivity, profiles,
  foreign guests, digital pics, conversations,
  guests

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Problems and Solutions(Bonk, Wisher, Lee, in
press)

1. Tasks Overwhelm
2. Confused on Web
3. Too Nice Due to Limited Share History
4. Lack Justification
5. Hard not to preach
6. Too much data
7. Communities not easy to form

• Train and be clear
• Structure time/dates due
• Develop roles and controversies
• Train to back up claims
• Students take lead role
• Use Email Pals
• Embed Informal/Social

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Benefits and Implications(Bonk, Wisher, Lee,
in press)

1. Shy open up online
2. Minimal off task
3. Delayed collab more rich than real time
4. Students can generate lots of info
5. Minimal disruptions
6. Extensive E-Advice
7. Excited to Publish

• Use async conferencing
• Create social tasks
• Use Async for debates Sync for help, office
  hours
• Structure generation and force reflection/comment
• Foster debates/critique
• Find Experts or Prac.
• Ask Permission

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More Implications

• Include Variety tasks, topics, participants,
  accomplishments, etc.
• Make interaction extend beyond class
• Have learners be teachers
• Find multiple ways to succeed
• Add personalization and choice
• Provide clarity and easy navigation

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Ten Ways Online Ed Matches or Surpasses FTF, Mark
Kassop, Technology Source, Michigan Virtual Univ,
May/June 2003

1. Student-centered learning
2. Writing intensity
3. Highly interactive discussions
4. Geared for lifelong learning
5. Enriched course materials
6. Online demand interaction and support
7. Immediate feedback
8. Flexibility
9. An intimate community of learners
10. Faculty development and rejuvenation

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2. Research and Evaluation in Corporate Settings
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Collecting Evaluation Data

• Learner Reaction
• Learner Achievement
• Learner Job Performance
• Manager Reaction
• Productivity Benchmarks

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Forms of Evaluation

• Interviews and Focus Groups
• Self-Analysis
• Supervisor Ratings
• Surveys and Questionnaires
• ROI
• Document Analysis
• Data Mining (Changes in pre and post-training
  e.g., sales, productivity)

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What is Evaluation???

• Simply put, an evaluation is concerned with
  judging the worth of a program and is essentially
  conducted to aid in the making of decisions by
  stakeholders. (e.g., does it work as
  effectively as the standard instructional
  approach).
• (Champagne Wisher, in press)

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Meta-Analysis Recurrent Themes in E-Learning
Reports (Waight, Willging, Wentling, 2002)

1. 250 e-learning reports from 1999-2001
2. Of those, 100 were sold by private companies for
   100-3,000
3. Of remaining 150, 70 outside U.S.
4. 15 selected were from government, bus, and
   professional associations
5. Few studied review existing research

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Meta-Analysis Six Functions of E-Learning
(Waight, Willging, Wentling, 2002)

• Anytime, anywhere
• Cost effective
• Global reach
• Just-in-time
• Allow personalization
• Improve collaboration and interactivity
• Address learner diversity, learner-centered, and
  blur working and learning lines

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Meta-Analysis Six Purposes of E-Learning Reports
(Waight, Willging, Wentling, 2002)

1. Inform investors of opportunities
2. Discuss learning in the workforce
3. Inform policy makers, educators, employees, and
   public
4. Identify drivers and players
5. Discuss contrib of tech to lrng/perf
6. Identity trends and winning strategies

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Overall Blended Learning Results???
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Blended Learning Advantages

1. Course access at ones convenience and flexible
   completion
2. Reduction in physical class time
3. Promotes independent learning
4. Multiple ways to accomplish course objectives
5. Increased opportunities for human interaction,
   communication, contact among students
6. Less time commuting and parking
7. Introverts participate more

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Blended Learning Disadvantages

1. Procrastination, procrastination, procrastination
2. Students have trouble managing time
3. Problems with technology at the beginning (try
   too much)
4. Can be overwhelming or too novel
5. Poor integration or planning
6. Resistance to change
7. Good ideas but lack of time, money, support

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Evaluation of E-Learning In Corporate Training
Success Stories and Examples
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Success Story 1 (Sitze, March 2002, Online
Learning)EDS and GlobalEnglish

• Charge Reduce money on English training
• Goal 80 online in 3 months
• Result 12 use in 12 months
• Prior Costs 1,500-5,000/student
• New Cost 150-300/user
• Notes Email to participants was helpful in
  expanding use rolling out other additional
  languages.

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Success Story 2 (Overby, Feb 2002, CIO)Dow
Chemical Offensive Email

• Charge Train 40,000 employees across 70
  countries 6 hours of training on workplace
  respect and responsibility.
• Specific Results 40,000 passed
• Savings Saved 2.7 million (162,000 on record
  keeping, 300,000 on classrooms and trainers,
  1,000,000 on handouts, 1,200,000 in salary
  savings due to less training time).

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Success Story 3 (Overby, Feb 2002, CIO)Dow
Chemical Safety/Health

• Charge Train 27,000 employees on environmental
  health and safety work processes.
• Results Saved 6 million safety incidents have
  declined while the number of Dow employees have
  grown.

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Success Story 4 (Overby, Feb 2002, CIO)Dow
Chemical e-learning system

• Charge 1.3 million e-learning system
• Savings 30 million in savings (850,000 in
  manual record-keeping, 3.1 in training delivery
  costs, 5.2 in reduced classroom materials,
  20.8 in salaries since Web required 40-60 less
  training time).

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Success Story 5 (Ziegler, e-learning, April
2002)British Telecom sales training

• Costs Train 17,000 sales professionals to sell
  Internet services using Internet simulation.
• Result Customer service rep training reduced
  from 15 days to 1 day Sales training reduced
  from 40 days to 9 days.
• Savings Millions of dollars saved sales
  conversion went up 102 percent customer
  satisfaction up 16 points.

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Success Story 6. Infusing E-Learning (Elliott
Masie, March 2002, e-learning Magazine)

• A manufacturing company transformed a week-long
  safety program into a three-part offering
• 1. One day in classroom
• 2. Multiple online simulations and lessons.
• 3. One final day of discussions and exams.
• Must accomplish online work before phase 3
• this raised success rate, transfer of skills,
  and lowered hours away from the job.

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Success Story 7. Ratheon, Build Own LMS (John
Hartnett, Online Learning, Summer 2002)

• SAP Training Choice Vendor (390,000) or Build
  Internally (136,000) or Cost of Instructor-led
  Training (388,000).
• Note Saved 252,000
• Five Training Components in 18 Weeks (within 6
  weeks, 4,000 courses taken by 1,400 students)
• Role-based simulations
• Audio walk-throughs
• Online quick reference system
• Live training support (special learning labs)
• Online enrollment and tracking

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Success Story 8 IBMSpecial E-Learning Issue,
April 2001

• 33,000 IBM managers have taken online courseware.
• 5 times as much content at one-third the cost.
• IBM reported 200 million in savings in one year.
• Voided 80 million dollars in travel and housing
  expenses during 1999 be deploying online
  learning.

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IBM Training of 6,600 New First-Line Managers
(Basic Blue)

• Phase I 26 Weeks of Self-paced Online Learning
• Cohorts of 24 managers
• Lotus LearningSpace Forum
• 2 hours/week 5 units/week
• 18 mandatory and elective management topics
• Need minimum score on mandatory topics
• 14 real-life interactive simulations
• LearningSpace tutor guides behavior
• Karen Mantyla (2001), ASTD.

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IBM Training of 6,600 New First-Line Managers
(Basic Blue)

• Phase II In-class 5 day learning lab
• Experiential higher order learning
• Bring real-life activities from job
• Focus on self-knowledge and to understand their
  roles as leaders and members of IBM
• Harvard Business cases, leadership competency
  surveys, managerial style questionnaires, brain
  dominance inventories
• Coached by a learner-colleague (teaming impt!)
• Less than 1 hour of the 5 days is lecture

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IBM Training of 6,600 New First-Line Managers
(Basic Blue)

• Phase III 25 Weeks of Online Learning
• Similar to Phase I but more complex and focuses
  on application
• Creates individual development plan and
  organizational action plan
• Managers reviews and signs off on these plans

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IBM Training Results (Kirkpatrick Model)

• Level 1
• High satisfaction and enthusiasm for blended
• Coaching and climate rated highest
• Level 2
• 96 displayed mastery in all 15 subject areas 5
  times as much content covered in this program
  compared to 5 days of live training
• 150 Web page requests/learner

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IBM Training Results (Kirkpatrick Model)

• Level 3
• Significant behavior change (in particular in
  coaching, styles, competencies, and climate)
• Graduate had high self-efficacy and believed that
  they could make a difference
• Level 4
• Linkage bt leadership customer satisfaction
• Leadership led to teamwork and satisfaction
• Managers reported improvement on job
• Improved morale and productivity reported

69
IBM Training Results (Kirkpatrick Model)

• Level 5
• Asked graduates to estimate the impact on their
  departments in dollars
• 415,000 or ROI of 47 to 1.
• Perceived real and lasting leadership increases

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Updated Success Story 8 IBM CLO, March 2003

• 5,000 new managers/year
• Program cost 5 million, cost avoidance 88
  million (travel, living expenses, and manager
  time)
• 5 times as much content delivered compared to
  previous new-manager training program
• 72 delivered through distance, 25 via classroom
• Access materials at own convenience.

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Blended Learning Advantages for IBM

1. Greater consistency of language, knowledge, and
   corporate culture across the globe
2. Blended approach to training now replicated in
   other units
3. Market its e-learning design
4. Cross functional understanding teamwork
5. No risk trials and simplicity helps

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Success Story 9. Army Three Phases of AC3-DL

1. Asynchronous Phase 240 hours of instruction or 1
   year to complete must score 70 or better on
   each gate exam
2. Synchronous Phase 60 hours of asynchronous and
   120 hours of synchronous
3. Residential Phase 120 hours of training in 2
   weeks at Fort Knox

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AC3-DL Course Tools

• Learned faster than in correspondence course
• More flexible could do around full time work
  schedules
• Fit Army small group training model
• Async for content, sync for application
• Need to shorten course modules and provide sync
  training earlier to increase retention

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Overall frequency of interactions across chat
categories (6,601 chats).
76
Success 10 Microsoft Excel Training(Jeff
Barbian, Blended Works, Summer 2002, Online
Learning)

• Group One 5 scenario-based exercises that
  offered live use of Excel on real-world tasks,
  online mentors, FAQs, relevant Web sites, NETg
  Excel Fundamentals Learning Objects.
• Group Two Same as Group One but without
  scenarios, but info in 5 scenarios were embedded
  in the learning objects.
• Group Three No training control.

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Success 10 Microsoft Excel Training(Thompson
Learning Company Study Jeff Barbian, Blended
Works, Summer 2002, Online Learning)

• Group One (the blended group) 30 percent
  increase in accuracy over Group Two (the
  e-learning group) and were 41 percent faster
• Group Two performed 159 more accurately than
  Group Three
• Groups 1 and 2 relied on the online mentors for
  support
• (Note with these results, Lockhead Martin became
  a blended learning convert.

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Success 11 NCR Blended Approaches(Thompson
Learning Company Study Jeff Barbian, Blended
Works, Summer 2002, Online Learning)

• Design of E-Learning (Various methods Web
  articles Synchronous points for team exercises)
• Field Guide Binders (Web site guidance, live
  feedback on case studies, live kick off that
  promotes collaboration, hands-on role play)
• Over 71 percent of learners were responding to
  customers more effectively (Kirkpatrick Level 3)

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Success 12 Convergys Blended(Jeff Barbian,
Blended Works, Summer 2002, Online Learning)

• Leadership Dev, Succession Planning, performance
  management, etc.
• LMS from Knowledge Planet, 3 e-learning
  libraries, virtual classroom tools to 50
  locations in North America Europe
• New managers received Readings, job aids,
  meeting checklists, 5 off-the-shelf courses from
  SkillSoft, virtual classes via LearnLinc (new
  recruits talk to experienced managers), and a 4
  day instructor-led seminar at HQ.

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Success 13 Sallie Mae/USA Group (Blended
student loan provider program)(Jeff Barbian,
Blended Works, Summer 2002, Online Learning)

• LEAD (Leadership and Education Development)
  Groom internal staff to fill supervisory-level
  positions
• 4 hours/week in class with internal and external
  instructors learn trust, role of managers, etc.
• First must complete 3 online management courses
  from SkillSoft and 6 online project management
  courses (includes panel presentation by IT
  Project Team to illustrate how projects are
  handled in the companys culture)
• Findings increased temawork, camaraderie, shared
  understanding of concepts, respect for individual
  differences, social interaction, and
  reinforcement for class concepts.

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Success 14 Proctor and Gamble(Jeff Barbian,
Blended Works, Summer 2002, Online Learning)

• 1999 100,000 employees 20,000 trained/year
• LMS from Saba, live training from Centra
• CD-based training using Authorware,
  CourseBuilder, Dreamweaver
• 2002 1,200 learning items 34 Web, 54 CD
• Global English saved 2.5 million per year
• Off-the-shelf courses in time management and
  managing for success

82
Proctor and Gamble(Jeff Barbian, Blended Works,
Summer 2002, Online Learning)

• Given our learning objectives and needs, should
  we select Web-based live training, versus
  classroom, versus video-based, versus CBT, or
  some blended solution?It depends, on the
  resources you have, how far geographically you
  have to reach, or whether you can get your arm
  around them and pull them into a classroom. Art
  DiMartile, Senior IT Manager, Proctor and Gamble

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The Worldwide Expansion of E-Learning!!!

• Success 15 Circuit City is training 50,000
  employees from 600 stores using customized
  courses that are short, fun, flexible,
  interactive and instantly applicable on the job.
• Success 16 The Armys virtual university
  offered online college courses to more than
  12,000 students located anywhere in the world in
  2001 in the first year of a 42 million
  e-learning program.
• Dr. Sylvia Charp, Editor-in-Chief, T.H.E.
  Journal, March 2002.

84
Success 17 Community Health Network of Indiana
www.ehealthindiana.com (July 15, 2002, American
Hospital Association)

• Named one of most wired hospitals and most
  improved hospital system nationwide in the use of
  technology in health care
• Virtual nurse recruitment Web site (live chats
  with recruiters)
• Video streams of nursing leaders
• Virtual tours of individual nursing units
• Online application and interactive job-posting
  databases
• Web portal for physicians
• First in nation to offer live Web cast of in
  vitro fertilization procedure
• Real time clinical data repository

85
Success 18 Cisco and DigitalThink Course (Cisco
vendors)

• Most saw significant growth in productivity
• 74 reported improvement in ability to sell or
  service clients
• Customer satisfaction jumped 50

86
Success 18 Cisco and DigitalThink Course
(employees)

• Sales training self-assessment
• Ask via survey to estimate how much time training
  saved them on the job
• Ask whether it improved performance
• Select a percentage for each
• ROI of 900 for every 1 spent on training,
  Cisco sees a gain of 900 in productivity

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Success 19 Kinkos(CLO, May 2003)

• 1,100 locations in 9 countries
• Used blended model Internet decentralized
  instruction, job aids, mentoring, virtual
  classroom training
• Resulted in cost savings
• Increased staff capability, reduced time to
  competence, increased speed to market, and
  increased compliance and certification

88
Success 20 Masimo (develops medical signals
for vital signs) (CLO, May 2003)

• Challenge to keep sales force and OEM
  distribution partners up-to-date and competent
• E-learning has resulted in faster time-to-market
  and deeper capabilities for adoption of their
  technology
• Increased brand awareness and product awareness
  among hospital staff
• Building communities of uses for future sales

89
Success 21 Tenet Health System(CLO, March 2003)

• By 2010, there will be 21,000 less nurses than
  today and 40 will be over age 50
• Recruitment and retention a major problem
• Provided access to 500 hours of online clinical
  training and learning paths aligned along career
  trajectories (e.g., RN track a way to recruit)
• 40 of RNs cited learning opportunities as major
  reason for taking job

90
Success 22 Real Estate Company(CLO, March 2003)

• Microsoft applications (Outlook, Excel, Word,
  etc.) training via e-learning
• 67 percent of costs were non-technical
• 150 courses completed in 8 months and more than
  500 initiated

91
Success 22 Real Estate Company(CLO, March 2003)

• Employee satisfaction and retention up
• Time to payback period 5-6 months
• Faster time to competency and greater employee
  productivity
• Return on investment (ROI) of 22 percent

92
Success 23 Energy Company(CLO, March 2003)

• IT technical training for employees
• Async, Web-based, self-paced learning
• Some employees discussed learning in virtual
  classroom
• In 12 month span, 3,000 courses completed and
  another 7,000 partially completed

93
Success 23 Energy Company(CLO, March 2003)

• Payback period of 3-4 months
• 12 month ROI of 192 percent
• Faster time to competency
• Reduced re-work
• Higher employee retention
• Higher quality of service
• Reduced help desk call volume and costs
• Less system downtime

94
Success 24 Defense Aerospace Company (CLO,
March 2003)

• Fortune 100 company
• Trained consultants who built systems
• Subject matter highly technical rapidly
  changing
• Cost 100,000 more per year
• Blended selectedprimarily instructor led with
  some Web content for self study
• 60 instructor delivered, 30 web, 10 individual
  coaching/mentoring

95
Success 24 Defense Aerospace Company (CLO,
March 2003)

• Payback period of 1-2 months
• 12 month ROI of 195 percent
• Faster time to competency
• Higher employee retention and customer
  satisfaction
• Reduced cycle times
• Higher quality of service
• Higher customer loyalty

96
Some Final Advice