A learner-centric approach to developing eLearning is known to be an effective way to craft training.
Think about it: When the learner has control over decision-making in scenarios, can self-pace, and is able to share feedback about the eLearning course, they not only feel more engaged, but they see that they have a real say in their training. It’s not the methodology of, “Sit. Listen. Learn. Recite.”
But there’s a fine balance that has to be maintained when it comes to learner control. When learners get too much say, they can get distracted—and things can spiral out of control.
In this post, we’ll look at a few instances when too much autonomy can be a bad thing—as well as balancing a learner’s role in eLearning.
What Happens When Users Have Too Much Control
Sometimes, when users (or learners) have too much of a voice, things can get silly. Silly is not what you’re going for in an eLearning course.
Take the recent example from the multi-million dollar research vessel that was dubbed “Boaty McBoatface” by Internet voters. While the British government agency thought letting users name its new vessel would be a good way to engage with the online community, it resulted in an embarrassing (albeit hilarious) result.
Or think about the Florida high school baseball team who was told that if they got 14 wins (for a winning season), they could name the coach’s newborn son. Guess what? The team is on a winning streak. Yikes.
The same thing can happen in an educational setting. When learners have too much control, they can manipulate the course so it’s no longer a highly focused, objective-driven tool. Don’t put it past learners, either. Give them the chance to name characters within scenarios, and you could end up with inappropriate names that lead to snickers rather than clicking.
Balancing a Learner’s Role in eLearning
The best eLearning courses are ones that let users exercise limited control. They can still have a voice and exercise the power to make decisions, but they don’t need so much control that the course becomes a joke. Think about every module and learner-directed activity in the context of Boaty McBoatface to be sure you’re not creating opportunities for distraction.
Humor, while good in small doses for eLearning, can be a deterrent for learning when it becomes a focus of the course. So while the trainees might have sparkling senses of humor, remember: It’s not your job to provoke it.
You should be balancing a learner’s role in a way that is conducive to education—and that can’t result in embarrassing moments for your clients.