Boosting Learner Success In eLearning Training Through Feedback
eLearning training is—as many of us know—a very demanding form of education. Unlike traditional classroom training where the trainer takes the lead, in eLearning, the activity and engagement of the trainee are decidedly crucial, and the influence of the trainer or content author is essentially limited to the substantive transmission. Of course, the trainee needs continuous stimulation that would maintain a high level of attention and engagement to focus on the content and complete the training. One of the basic mechanisms that influence the building of this engagement is the feedback mechanism. How should such feedback be constructed to effectively engage attention at all stages of eLearning training? This is especially important as training is not always short, and the presented content can be difficult.
Feedback Guidelines For eLearning Training
Here are a few guidelines that can help in constructing such feedback:
1. Exhaustive Feedback
First and foremost, feedback should be exhaustive. Very often in eLearning training, feedback is limited to terse messages: correct/incorrect or right/wrong answer. Beyond directional information, this carries no substantive value for the user; it’s a dry message. It certainly doesn’t engage and tends to close the topic rather than encourage the user to work with the rest of the course. Properly constructed feedback should exhaustively address why the given answer is correct or incorrect. The more the message relates to previously presented substantive content, the better. It naturally refers the trainee back to the material covered and shows continuity of content. It also helps identify gaps in their knowledge.
2. Distributed Quizzical Elements
Quizzical elements with feedback mechanisms should be distributed throughout the training. It is a mistake to accumulate them in one place. After a few substantive screens (2-4), it is worth publishing one or two short quizzes with feedback mechanisms. This method of publication gives trainees a sense of control over the pace of work and their progress.
3. Language
The message should be clear, simple, and direct. The trainee must understand the information contained in the feedback, so the content must be written correctly in grammatical terms, with simple sentences, preferably in the second person singular, so as not to create additional distance between the trainee and the content and its authors. Instead of the message “Correct. That was the right answer because…”, it is better to write: “Great job! You’re right! You’ve correctly identified the client’s motivation because…”.
4. Context
Additionally, it is valuable to show (of course at the message level) the consequences of poorly made decisions (business context). A good example is customer service training. When choosing one of the behavior options, the recipient should receive information on how the choice made could affect the customer’s behavior. This kind of feedback is effective because it demonstrates the application of knowledge in real business situations, not just whether their answer is correct or incorrect.
5. Retakes
Since eLearning should not be oppressive, it is also worth allowing the trainee to retake the quiz in case of an incorrect answer and encourage them to do so at the feedback level. This will only be a plus, as engagement here is key.
Conclusion
To wrap up, effective feedback in eLearning SCORM training is not merely about affirming correct or incorrect responses. It’s a sophisticated tool that, when skillfully applied, can illuminate the path of learning, challenge the learner to reflect on their choices and stimulate a deeper engagement with the material. As we have explored, feedback must be carefully designed to be direct, contextually relevant, and reflective of the learning objectives.
Moreover, it should offer a narrative that helps learners understand the “why” behind their actions. This not only aids in reinforcing the material but also in applying it to real-life scenarios, particularly in a corporate setting. The interactivity of feedback, its timing, and the tone can transform eLearning from a monotonous task into an interactive journey of discovery.
It is important for educators and eLearning developers to view feedback as an ongoing conversation with the learner, one that fosters an environment where mistakes are seen as stepping stones to mastery. By leveraging feedback to its full potential, we can ensure that eLearning SCORM training is not just a passive experience but a dynamic one that leaves a lasting impact on the learner’s professional development.
In closing, the strategic use of feedback is a testament to the power of eLearning. It’s a catalyst for growth, engagement, and a deeper understanding that transcends the digital barriers of remote education. As the landscape of learning evolves, so must our approaches to delivering feedback that resonates, encourages, and educates.
