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eLearning Analysis


Analyzing eLearning is a crucial part of staying on top of your game as an instructional designer. It exposes you to different learning concepts and design principles and is a great way to level up. For this exercise, I chose to analyze a patient management scenario-based eLearning module. You can find it here. And below is a quick visual to reference as you read.


This eLearning was very visually pleasing. The task was for the learner to practice their time/budget management and patient care management skills. The training used three example patients and gave varying scenarios for the learner to be exposed to before providing detailed feedback at the end. As I go through the training, I keep a few questions in mind to analyze as follows:


What are the instructional goals?

The goals of this training are to assess a candidate’s ability to perform time/budget management and patient management. Each skill is tracked and the candidate is given feedback and a score at the end of the training.


What workplace performance does this scenario-based eLearning support?

  • Accelerate expertise - Yes

  • Build critical thinking skills - Yes

  • Build skills impossible to gain on the job - No

  • Promote learning transfer - Yes

  • Gain a return on investment - Yes

  • Motivate learning - Yes

  • Exploit tech resources effectively - Yes

  • Engage audience - Yes

Who are the learners?

  • Novice - No

  • Some Experience - No

  • Apprentice - No

  • Experienced - Yes

  • Mixed - No

What are the scenario-learning domain(s)?

  • Interpersonal skills - No

  • Compliance - Yes

  • Diagnosis and repair - Yes

  • Research, analysis, and rationale - Yes

  • Tradeoffs - Yes

  • Operations - Yes

  • Design - No

  • Team Coordination - No

What are the terminal learning objectives? (Performance) At the end of the training, learners will be able to more effectively provide patient care and manage the time and budget.


What are the enabling learning objectives? (Supporting)

At the end of the training, learners will be able to more effectively evaluate patient history, examine patients, write patient reports, diagnosis problems, and prescribe treatments.


Complexity of responses?

  • One outcome - No

  • Multiple outcomes - Yes

  • High solution precision - Yes

  • Low solution precision - No

  • Limited interface response options - No

  • Multiple interface response options - Yes

  • High social presence - No

  • Medium social presence - Yes

  • Low social presence - No

Interface response options?

  • Yes/No - No

  • Multiple choice - Yes

  • Checklists - No

  • Links - No

  • Pull-down menu - Yes

  • Drag and drop - No

  • Object select - Yes

  • Slide bar - No

  • Type in - No

  • Virtual World - No

  • Classroom - No

Scenario settings?

  • Office, meeting room - No

  • Computer - No

  • Technical shop, laboratory - No

  • Clinic, hospital, surgical suite - Yes

  • Equipment and instrument panels - No

  • Factory - No

  • Field site - No

Trigger event?

  • Phone call - No

  • E-mail - No

  • Interview - No

  • Failure or crisis - Yes

  • Murphy's Law scenario - No

Does the scenario outcome require identifying data?

Yes, it provides a graphical representation of the learners performance data.


Is the data saved for later reference?

In this case, no. However, combining it with an LMS will allow the instructor to save and analyze the data.


Types of guidance provided?

  • Faded support - No

  • Simple to complex scenarios - No

  • Open vs closed responses - No

  • Interface navigation options - No

  • Training wheels - No

  • Coaching and advisors - Yes

  • Worksheets - No

  • Feedback - Yes

  • Collaboration - No

Instructional approaches?

  • Tutorials - No

  • Expert solution demonstrations - No

  • Questions promote engagement - Yes

  • Cognitive modeling examples - No

  • Example repositories - No

  • Traditional instructor - No

  • Socratic instructor - No

  • Scenario facilitator - No

Feedback features?

  • Specific - Yes

  • General - No

  • Instructional - No

  • Intrinsic - No

  • Immediate - No

  • Delayed - Yes

  • Solution - No

  • Process - No

  • Learning - No

  • Reflection - Yes

  • Checklist - No

  • Rubric - No

References:


Clark, R. (2013). Scenario-Based e-Learning. John Wiley & Sons

Link to Module: https://www.smartbuilder.com/elearning-examples/

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