With the method of E-Learning, you can accompany many participants at the same time – and they can decide for themselves when and where they learn. But isn't E-Learning also impersonal, detached from practice, and technically complex? Such perceived judgments run deep within us and obstruct our chance for new experiences. Are you also affected by five typical prejudices against E-Learning?
Enough with the prejudices!
A prejudice is an opinion based on feelings that has (still) not been examined more closely. Although a prejudice can fundamentally also be positive, we usually associate negative feelings with it. And: No one is entirely free from it. Even though we all know that prejudices are not facts, we find it difficult in everyday life to separate one from the other. This is simple, but also dangerous, as it leads us to miss out on some opportunities.
Often, a vague fear is hidden in prejudices, which guides us. Even if there is a kernel of truth in a prejudice – what remains of the truth when it is surrounded by misinformation? Only those who look closely and question existing opinions can lift the "veil of delusion."
E-Learning is a typical topic that is surrounded by such a cloud of prejudices. Many trainers, personnel developers, teachers, or coaches have a certain notion of E-Learning in their minds without questioning it. What do you think of first when you hear the term E-Learning?
The 5 most common prejudices about E-Learning
Dry, isolated, complicated, abstract…
All of these are adjectives that are associated with E-Learning. However, it is also connected with terms like “future, self-determination, and digital transformation.” In conversations with stakeholders from the education sector, I repeatedly find that E-Learning is viewed with an interesting mix of fascination and suspicion. Research on this topic also reinforces this observation: E-Learning is often seen either as THE opportunity of the “digital transformation” or as the enemy of “personal” and “lively” face-to-face training.
However, I also see connections between the above-mentioned terms. The fascination of digital transformation is often associated with a fear of technical hurdles. And with the opportunity for greater self-determination for learners, there is a concern about isolation. Which is initially justified: because almost every positive development is associated with potential difficulties.
E-Learning also poses certain challenges. However, many worries turn out, upon closer inspection, to be mere prejudices that can be easily overcome with the right approach.
These are five typical prejudices about E-Learning:
E-Learning requires high technical knowledge
E-Learning is completely impersonal and "cold"
E-Learning lacks practical relevance
With E-Learning, the learner is completely on their own
E-Learning is the alternative to classroom learning
Let's take a closer look at these five prejudices one by one! What is behind the individual worries, what is delusion?
Many prejudices about E-Learning are false and need to be examined more closely.
1. Prejudice: E-Learning requires high technical knowledge
This prejudice runs deep within many people and prevents successful trainers or coaches from even considering E-Learning for themselves. A missed opportunity! Because E-Learning has many faces, and the technical requirements vary greatly – depending on the software solution and the scope of learning.
Fact is: E-Learning means, by definition, that learning is supported by electronic devices. Both the trainer and the participant need access to digital devices. However, this alone says nothing about the level of difficulty of the application. After all, we use electrical devices every day without much thought, such as a stove, a coffee machine, or our smartphone.
E-Learning – electronic Learning – is thus absolutely no longer a cyber trend or science fiction. In fact, it is as old as electricity or at least as old as the invention of the computer.
Resolution of this prejudice: E-Learning does not inherently require high technical knowledge, neither on the trainer's nor on the participant's side. Do you fundamentally want to try E-Learning but worry about technically complex applications? Then deliberately look for software that is simple and allows you to quickly get help with technical questions!
2. Prejudice: E-Learning is completely impersonal and “cold”
Particularly experienced trainers or coaches worry about the personal relationship with their participants in E-Learning. Understandably! This professional group is characterized by a passion for working for and with people. A “mediated” computer seems to act as a disruptive factor.
Fact is: In pure E-Learning, trainers and participants no longer face each other directly. As a result, the very direct connection is missing. However, this alone does not mean that E-Learning must be completely impersonal. As a trainer, you can decide how much you want to show yourself in your E-Learning and, for example, work a lot with videos.
Record yourself – for example, simply with your own smartphone – and bring a very personal touch to your E-Learning. Track your participants' progress and address questions to maintain closeness despite physical distance.
Resolution of this prejudice: While physical proximity is lacking in E-Learning, you as a trainer or coach can create a sense of closeness through the design of the content. The method of E-Learning even has the advantage that you can quickly exchange and change content based on the learning progress and questions of your participants. It is up to you whether you offer E-Learning as personal digital support or as a pre-set, universally valid online course.
3. Prejudice: E-Learning lacks practical relevance
Another aspect why some trainers, coaches, or even personnel developers are skeptical about the method of E-Learning is: Particularly soft skills, which are particularly in demand in professional training, require a lot of practical practice.
Fact is: Group exercises are difficult to implement in E-Learning. Where participants of a classic face-to-face training can reenact situations together, the individual in E-Learning relies on the passivity of videos and instructions. However, E-Learning has another advantage regarding practical relevance: Through location- and time-independent learning, participants can return directly to real life immediately after the online lesson and put what they have learned into action.
Resolution of this prejudice: Practical relevance is just as possible in E-Learning as in face-to-face learning – it just looks different. E-Learning is effectively implemented when the learner integrates the digital training in small chunks into their everyday life. Because one thing is clear: without practice, neither analog nor digital training works.
4. Prejudice: With E-Learning, the learner is completely on their own
If we want to depict E-Learning pictorially, we often choose a single person staring intently at a screen. This image is associated with the term E-Learning in many people's minds and evokes the impression that the learner is completely alone with themselves and the machine.
Fact is: Independent learning is often presented as an opportunity, but this can also become a danger. In poor E-Learning, the learner is completely on their own. However, in E-Learning, the participant is not inherently isolated – good support from the trainer or coach is digitally just as possible as in "real life."
Resolution of this prejudice: Even with this prejudice, we must distinguish between physical and perceived reality. The learner may be alone in a room but can still be in close contact with their trainer or other learners! Especially the aspect of exchange with others is a great opportunity to learn from one another in E-Learning. In a face-to-face course, the number of participants is limited – online, the individual participant can quickly and easily start a discussion with hundreds of people.
5. Prejudice: E-Learning is the alternative to classroom learning
Finally, let’s address the last and most dangerous prejudice: Many discussions revolve around the question of whether E-Learning or classroom learning is more sensible and effective. The question itself is already wrongly chosen: Why should you decide 100% for one of the two methods?
Fact is: Both E-Learning and traditional classroom learning have their pros – and cons! In online courses, the participant is more self-determined, can learn at their own pace, and learn regardless of location. In contrast, classroom learning benefits from the physical proximity of all participants.
Resolution of this prejudice: For example, do you find five advantages of E-Learning and six advantages of classroom learning? Then it would be a missed opportunity to completely turn away from options in E-Learning in favor of classroom learning. Instead, combine both methods so that you are convinced of the effectiveness of your training or coaching! This has already been successfully accomplished for many trainings worldwide under the keyword blended learning.
Conclusion: E-Learning is a method that can be used in different ways
These were five typical prejudices about E-Learning, all based on diffuse feelings and often not examined further. Did you recognize yourself in the prejudices? Or do you see other prejudices about E-Learning that were not mentioned here? Feel free to leave a message!
We conclude that E-Learning fundamentally has many facets and you can address many worries through simple solutions – such as by choosing content and formats or by selecting suitable software. Ultimately, the optimal path, as is often the case in life, is not black or white, but a colorful mix of different methods.
With blended learning, you can achieve a balance between the digital and the analog world: How many parts of classroom learning and how many parts of E-Learning you offer in your blended learning, you decide. Now take a look at which models in blended learning are particularly popular and see which model best suits you!
