This article presents examples of, and the assessment criteria for a training event, the factors that assist learning, the attributes of a previous successful training event, and an evaluation of the characteristics of a rich online learning event. Many of the following comments are sourced from past experiences of training provided by employers. However, the more valuable learning experiences were gained from traditional classrooms, and e-learning occurring during the pursuit of two completed online degrees, which have now supplanted the length of time in face-to-face instruction. E-tools can maintain engagement, but should not be used to the extent that it wastes learners' time. Whether online or offline, the criterion of a rich learning event depends upon how well learning is accomplished, and not how well learning is transmitted.
Assessment Criteria of a Training Event
The criteria used to assess whether an educational or training event was good or bad has over time changed as experiences and expertise during three and one-half decades of work experience grew. Personal and professional experiences as well as professional expertise affected the assessment criteria for a training event as these three aforementioned factors impacted the multi-layered depths of gained wisdom, personal and professional needs, and expected accomplishment anticipated based upon self-efficacy. For example, in the early period of my professional career, a sense of naivety resulted in accepting all information as truth, and of the highest possible quality. However, my assessment criteria modified, and demanded more benefits for the time and expense devoted to the training event. Consequently, understanding grew that gaining knowledge is primarily the learner's responsibility whether in a training event or not.
Palloff and Pratt (2001) indicated that staff who are well trained, know their material, and provide up-to-the-minute information on the topics presented encourages learning. Instructors who show that they have been successful in their profession, recognized by their peers, and credentialed and possibly published, provide a sense of reliability to learners. Being provided an appropriate tool to self-evaluate one's learning, and being able to realize knowledge transferability are critical for learning. Whether training is online or not, when an employer or future employer accepts that completed training is of value, the instructional event provided value.
Factors that Assist Learning
The factors that help me to learn include several features. For example, an instructor who does not reflect a sense of being rushed appeals to an ability for a learner to focus. Motivators for learning include when training aids people to change job types, retrain, or are provided training for getting or retaining jobs (Maeroff, 2003). Learners are additionally motivated when employers demonstrate that the new learning is of value, that the training adds applicability to the job, and to career development. Palloff and Pratt (2001) promoted using e-learning tools for synchronous and asynchronous discussion boards, e-mailing, group work, providing beneficial links, an ability to upload or download graphics and audiovisual elements, and a tracking ability for the learner to have quick access to earlier work. Using technology increases students' learning of the course content, the ability to achieve learning outcomes, and promoting the interactive needs of the student. Learning is assisted when flexibility exists in course authoring, assessment tools are appropriately chosen based on the desired learning outcomes rather than the available technology, there is well based planning by the institution's stakeholders, and accessibility exists for all learners despite cultural, linguistic, physical, or financial differences (Palloff and Pratt, 2001).
Attributes of a Previously Successful Training Event
A previous rich learning experience was successful because the benefits achieved from the trainer and learning materials immediately impacted an improvement of a work skill. For example, when placed in orientation side-by-side with a supervisor, and immediately practicing the information gained using a computer, learning was extremely accelerated. Other attributes from learning events included feeling respected by the instructor and other participants when contributing during training, an ability for speakers to answer questions immediately or shortly thereafter, gaining heightened confidence after speaking in public, having quality technical equipment and learning materials, and learning in a comfortable environment that promoted interaction with colleagues. Palloff and Pratt (2001) recognized that e-learning materials improved learning when applicable for all "learning styles" (p. 50).
Maeroff (2003) indicated that "institutions have tailored courses to the specifications of individual business' needs" (p. 125). Businesses and colleges who are aiding minds to work need to work together in establishing strategies for learner outcomes. Businesses, after all, are more "aggressive innovators" (Maeroff, 2003, p. 124). Learning programs and courses' designs must be developed based upon the needs of employers and their goals, which create customized learning experiences and employability.
Broadbent (2002) presented six levels of learning reminiscent of the types of training incurred in the past: "knowledge, comprehension, application, analysis, synthesis, and evaluation" (p. 113). These levels present successful training because new knowledge is promoted along the six levels during training beginning with new knowledge, and provides learning applicable to using that learning elsewhere at a near or far time. Instructors should accommodate different learning types in order for all to progress through the six learning levels (Broadbent, 2002).
Rich Online Learning Characteristics
The characteristics of learning experiences necessary to provide rich online learning based upon over a decade of online instruction include several attributes. For example, the similarity of instructors to assess work using the same American Psychological Association's (APA), and other academically-designated writing standards provides non-conflicting learning. Learners gain valuable online learning experiences when there is a perceived value for the invested time and money as long as tuition is not increased after a program is begun when learning values remain as assessed before beginning. Rich online learning includes technical aspects that are user-friendly, server stable, easily available for signing-in, and have a provision for posting and retrieving work. In addition, universities with online programs should provide an online directory of major staff and contact information instead of just one person per department. The availability of e-learning class materials and online resources such as a library, learning tools, forms, forums, and so forth enhance online learning. Accreditation must be in order, and availability to credentialing agencies provided. The similarity of required technical software and hardware from class to class promotes user-friendliness, and progressively availing improved e-tools to learning is essential. Responses from instructors and university staff should be within twenty-four hours.
Learning outcomes must be challenging for all students whether a GPA is high or low, and not one-size-fits-all. Classmates' writing needs to be at a level where all can understand the context. Assignments should be aligned with students' situations so when a student has never practiced as a teacher the assignment is not based upon a practicing teacher's experiences. End-of-class assessments need to be responded to when requested. Mentors should provide feedback every time work is submitted due to the expertise provided by them. A rich online experience provides a program's requirements to fit the need of students such as enabling students to take courses needed to learn job goals, or should provide enough flexibility to do so.
Palloff and Pratt (2001) indicated that the development of policies and procedures enables a curriculum to provide increasing skill in critical thinking and analysis as well as peer collaboration. Strategies should be identified cooperatively between administration and faculty addressing the "changing cultural, organizational, economic, and survival issues of the institution" (Palloff and Pratt, 2001, p. 38), and implemented. An obvious "investment in the technical infrastructure needed to support" (Palloff, et al., 2001, p. 42) the implemented strategies is essential. Pedagogical methods should supersede technological attributes, and learning content linked to e-tools that best support them (e.g., provide interactive simulations versus static traditional books). Obvious development of e-learning courses and programs should be provided by the faculty senate and administrators, and a university's departments should use the same quality measurements (Palloff and Pratt, 2001). An effort to retain online students must be exhibited by the university's support systems via a "learner-centered focus" (Palloff and Pratt, 2001, p. 47).
The work completed by students must be appraised by instructors and plagiarism tools to ensure legitimacy to the greatest extent possible (Maeroff, 2003). Broadbent (2002) suggested that online instructors should assimilate effective learning models such as Gagne's or Salmon's who identified five stages in successful e-learning. When e-learning courses are thoughtfully planned, designed, and provided based upon the needs and culture of the provider and learners, a rich online learning event is possible.
Conclusion
This paper presented examples of, and the assessment criteria for a training event, the factors that assist learning, the attributes of a previously successful training event, and an evaluation of the characteristics of a rich online learning event. Keeping in mind the details of the above sections, the most important factor of e-learning is that "interactive learning keeps students energized, and helps participants absorb information and remember it" (Broadbent, 2002, p. 120). Successful online instructors who enable learners to interact can be assured that when the moment of interaction occurs is the moment of when learning occurs.
References
Broadbent, B. (2002). ABCs of e-learning: Reaping the benefits and avoiding the pitfalls. San Francisco: Jossey-Bass/Pfeiffer.
Maeroff, G.I. (2003). A classroom of one: How online learning is changing our schools and colleges. New York, NY: Palgrave Macmillan.
Palloff, R.M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass/Pfeiffer.
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