CHCEDS042

Provide support for e-learning

 “Online education, then, can serve two goals. For
students lucky enough to have access to great
teachers, blended learning can mean even better
outcomes at the same or lower cost. And for the
millions here and abroad who lack access to good, in-
person education, online learning can open doors
that would otherwise remain closed. ”
- Daphne Koller,
cofounder of Coursera
Introduction to this unit
This unit describes the performance outcomes, skills and knowledge required to prepare for, implement and
review student e-learning in the context of a pre-arranged course or program.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or
other educational professional. They work mainly with students in classroom settings in primary or secondary
schools, as defined by State/Territory legislation.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian standards and industry codes of practice.
 What are the skills and knowledge you will
acquire during this unit?
Knowledge Evidence and Performance Evidence

Knowledge Evidence Performance Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: Evidence of the ability to complete tasks outlined
e-learning management systems and associated organisational policies and procedures currently available for the in elements and performance criteria of this unit in
relevant work context, and their benefits and limitations the context of the job role, and:
organisational processes to evaluate and review e-learning to improve outcomes set up and use an e-learning management system
basic principles of the operation of the internet to support work with two different students on at
relevant legislation and industry codes of practice relating to: least one occasion for each student, including each
Copyright, cyber-bullying, privacy, work health and safety of the following:
core features of e-learning systems: confirming the desired learning outcome for the
types of communication with student cohort, process for uploading and downloading of materials, management of work student
considerations when using an e-learning platform: testing and using communication and download
course content, course structure, presentation styles, technologies, student outcomes, organisational outcomes, and upload features
support mechanisms for students undertaking e-learning programs: identifying and managing contingencies if issues
online teacher or facilitator, site-based teacher or facilitator, site-based or virtual peer group, help desk or technical arise
experts, user manuals, instructions and guides evaluating effectiveness and providing feedback.
learning process in an e-learning environment and specific considerations for:
Communication, motivation and momentum, levels of support.
What skills you will required to complete this unit?
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS  DESCRIPTION 
Reading skills to: •review e-learning programs and feedback.
Writing skills to: •produce accurate, informative reports.
Oral communication skills to: •ask open and closed questions and actively listen to seek information from teachers and students and confirm
understanding.
Problem-solving skills to: •identify hardware and software issues and contingencies to rectify.
Technology skills to: •navigate and use appropriate functions of an e-learning management system
Content for this Unit
1. Prepare to support e-learning.
2. Implement e-learning support.
3. Review e-learning.
Do you need any help with your course?

• Come on for Assessment day (see roster)

• Speak with your trainer during class or any other time during the week

• Contact the Academic Progress Officer: APO@envirotech.edu.au

• Skype: apo.envirotech
1. Prepare to support e-learning.

E-learning systems are receiving ever increasing attention in academia, business, and
public administration. Major crises, like the pandemic, highlight the tremendous
importance of the appropriate development of e-learning systems and its adoption and
processes in organizations. Managers and employees who need efficient forms of training
and learning flow within organizations do not have to gather in one place at the same time
or to travel far away to attend courses
Factors to consider when
preparing for e-learning

• Make Sure Students Have Access

to Devices and the Internet
• Tailor Online Instruction to
Student Needs and Abilities
• Don't Forget About Professional
Development
• Keep Data Privacy and Security a
Priority
What is a learning
management system
(LMS)?

•A learning management system is software

for creating, managing, and delivering e-
learning content. Organizations use LMSs
and related software to manage their
online learning programs.
•Learning management systems first
appeared in the higher education sector in
the late 1990s. These early LMSs, such as
Blackboard and Moodle, were facilitation
tools for organizing instructor-led online
courses. The software was pretty basic. It
consisted mostly of defined class modules
and assignment-submission features. Most
classes involved prerecorded classroom
lectures and written course materials.
 •An LMS seems like a big outlay for a
company that is just starting to flesh out
their online learning offerings, but it’s an
important investment. You don’t need a
dedicated L&D department to find value in
an LMS. A good LMS, particularly a
collaborative learning tool, makes it easy for

Why your anyone in the company to create and share

courses.

company
•An LMS is by far the most efficient way to
run an online learning program, both for
the administrators and for the learners. Ad
needs an hoc solutions such as video tutorials on
YouTube, instructional documents, and
LMS? webinars can take you only so far. While you
can share some information this way, but
without the tools that an LMS provides,
you’ll never be able to create an organized
learning program. Shifting from in-person or
informal online learning programs to a
comprehensive online learning system gives
your learning programs a huge boost in
efficiency and effectiveness.
Benefits of a learning
management system

• Increased employee satisfaction

• Greater employee retention
• More Comprehensive Onboarding
• Increased knowledge retention
• Reduced L&D costs
• Easier team building
• Better ROI on training programs
Types of learning management software

LMS: Learning Management System

As discussed above, an LMS is a software for managing online
learning programs. These platforms facilitate online learning and
are a high-level solution for creating, managing, and delivering
courses. Moodle, Coursera, Blackboard, and Adobe Captivate are
examples of a traditional LMS.

LXP: Learning Experience Platform

A learning experience platform (LXP, or sometimes LEP), helps
distribute courses to employees in an engaging and interactive
way. LXPs have some overlap with LMSs (and many new LMSs
have built-in LXP solutions) but often you need both for an
effective learning experience. LinkedIn Learning, Degreed, and
Docebo are examples of LXP solutions.
Common issues impacting
effectiveness of e-learning
management system

• Too Much Information in Too Little

Time
• Pre-Conceived Notion (Resistance
to Change)
• Keeping Track of, Monitoring
Assessing the Employee’s
(Learner’s) Progress
• Misdirected Strategies
• How to Bring all the Elements
Together
• Support of Key Players
2. Implement e-learning support.

Organizations that thrive for success need trained and informed employees. Courses
and training seminars can be very expensive and completely out of budget for some
organizations. What is another solution? The answer lies in e-learning and modern safety
training. The era of technology has transformed the landscape of education and the
change is notable. Workplace training can increase efficiency and maximize productivity
within your organization. Since virtual learning has stepped onto the scene many
foundations, businesses, universities, and charities have opted for this learning method.
Improve the accessibility
of e-learning technology

•The digital learning sector has

grown dramatically over the last few
years and the statistics show that
the market isn’t slowing down. If
2020 has shown the higher
education world anything, it is that
flexible learning options are needed
more now than ever before.
However the COVID-19 Pandemic
has brought questions of online
learning accessibility to the
forefront.
e-Learning
Parameters in an LMS
• Recency: Educators can track when a user was last seen on the LMS;
• Frequency: Educators can track a learner’s frequency of the LMS’s use and
trends;
• Duration: How long learners stay on the LMS when they visit;
• Virality: An LMS can help understand how many users are spreading the word
about the platform;
• Rating: Learner feedback on course content, instruction, ease-of-use, etc.;
• Final scores: An LMS can track the final quiz score of learners, which it can then
compare with the passing grade and update the completion status;
• Bookmarking: This is an important feature for helping learners continue where
they last left a course at;
• Course status: Different ‘status values’ can be set in an LMS to indicate learner
progress, such as Not Started, In Progress, Completed, Incomplete, Passed,
Failed, etc.;
• Display learner name: An LMS can display a learner’s first and last name, which
is useful for issuing course certificates
• Learner attempts: Whenever a learner accesses a course, an LMS can track it as
an attempt and update attempt status with each go. Each attempt can be
stored separately for LMS administrators to view;
Tracking techniques in e-
Learning

•Integrated LMS
•Most LMS platforms allow tracking learner activity to varying degrees. For instance, it could
generate and send daily reports to the teacher for course completion and other important data.
•Manual
•This is the most basic tracking technique wherein student data is entered into the system
manually, thereby offering minimal insights. Teachers can integrate this technique into courses by
issuing a certificate of completion to learners, which they can share with a facilitator who keeps
track of the number of learners who have completed the course and their scores as well.
•Click
•This technique involves monitoring the pages clicked on by the learners. Reports can then be
generated using a web analytics tool for insights into how many clicks a particular module
received; peak visiting times; how long a learner viewed a specific page for, etc.
•Custom
•There are two types of tracking techniques – database and clickstream. These can be standalone
tracking options or can be added to an existing LMS-based technique for specific data. In the
database technique, learners are prompted to input basic information when starting the e-
Learning course.
•Web Server
•Through this tracking technique, educators can monitor the frequency of a learner visiting the e-
Learning course, pages accessed, and the time spent on the course.
3. Review e-learning.

It is preferable for reviewers to have experience with online teaching and/or learning (for
example, student reviewers would preferably have experience in e-learning from a learner’s
perspective, while another reviewer could have knowledge of e-learning methodology). In any
case, reviewers should be trained on the unique characteristics of e-learning. It would be
helpful if at least one of the experts has a deeper technical understanding that allows for an
assessment of the suitability of the Virtual Learning Environment (VLE), considering the
teaching and learning process.
What do students say they want and need
in the online classroom?
Faculty Presence: Engagement, Feedback, and Assistance.
Students don’t want to feel isolated in online learning
environments. They prefer when university instructors incorporate
interactive elements and opportunities for communication into
the course design. Research suggests that engagement increases
when faculty relate course activities to students’ major field of
study or life experiences.

Course Content: Clear Expectations, Motivation, and Challenge.

When students aren’t able to find important information or course
components, they simply are unable to use them. This can result
in frustration, lowered motivation, and decreased self-efficacy.
Research suggests that findability is the most significant predictor
of both self-efficacy and motivation among students in online
courses. Students also find greater satisfaction when a course has
real-world relevance and provides appropriate challenges.
Students reported that challenging assignments have intrinsic
value that further increases their satisfaction.
Feedback Systems
must be Educational
•There's a difference between being informative and being
educational. When someone is informative, he or she is limited
to a delivery of facts. Being educational, on the other hand,
encourages the processing of this information for better
understanding.
•As far as a feedback system is concerned, feedback should not
be limited to merely informing the learner as to the results of
the course or his or her performance. Don't just say "you
passed or failed" but instead delve into the reasons as to why
this is the case.
Feedback Systems
must be Encouraging
•While e-learning systems can't control whether a learner will
succeed or fail in a particular course, it can affect the level their
motivation or willingness to continue with the program afterward.
•The supportive role of feedback in e-learning focuses primarily on
those who failed. Given that not all students or learners are created
equal, those who don't do as well as the others can feel insecure
with their performance, which can ultimately discourage them from
pursuing their course. Of course, this isn't something e-learning
systems will want. Hence, feedback systems have to make it a point
to reassure students that their failure doesn't mean they are
incapable of succeeding in that course if they try again.
Feedback Systems
must be Emphatic
•A little appreciation can really go a long way. Just because
some e-learning systems are formal and automated, it doesn't
mean you can just ignore the human side of the program. Yes,
your learners have feelings too, and it would do you good to
make them feel that you know that.  But how do you show your
appreciation for their efforts? This simply means to make your
feedback system more human. That is, you avoid the technical
and rigid structure of messages and go for communication that
will make learners feel that they're receiving more than just an
electronic message.
Giving e-Learning
Feedback

•Provide timely and constructive e-

learning feedback.
•Show real world implications to
encourage change.
•Focus on skills or behaviors that can
be altered.
•Encourage group e-learning
feedback through collaborative
exercises.
•Tie e-learning feedback into
objectives and goals.
Receiving e-learning
Feedback

•Encourage learners to participate in

surveys.
•Ask new learners to test drive the e-
learning course/module.
•Quizzes and exams provide
invaluable insight.
•Target areas of concern when
asking for e-learning feedback.
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