E-Learning:
The Ultimate Guide (2022)

Defining e-learning

There are many definitions of e-learning. If we describe it simply, e-learning refers to any type of learning delivered using digital or electronic tools. It can be delivered today via computers, tablets, smartphones, allowing learning without constraints of place or time. In short, e-learning is training, learning or education delivered online via a computer or other digital device.

E-learning as we know it today seems obvious. But there was a time when it could also be delivered via tools such as the minitel with telematic teaching. And even before that, on machines that were almost unknown at the time... 

The term "e-learning" was first heard in 1999 at a seminar on CBT (Computer Based Training) systems. The word was coined by Elliott Masie, host and curator of numerous learning and development seminars, labs and conferences. Elliott Masie has made a name for himself by advocating for the healthy deployment of learning and collaboration technologies as a means to promote efficiency over the past 30 years or so. 

At the same time, other terms emerged to try to describe the concept: "online learning", "virtual learning". And in the years that followed, the reputation of e-learning continued to grow.

But in reality, the founding principles of e-learning go back much further in history. In fact, many texts suggest that the first forms of e-learning appeared in the 19th century!

To understand a little more about where e-learning comes from, we need to go back in time. Here is a simplified timeline, from the beginnings of e-learning to the present day. 

E-learning in history

• 1728: The first distance-learning course

In 1728, Caleb Philips of Boston created the first ever distance-learning course. The lessons of the course were delivered to students weekly by post. It was a long way from the e-learning of today, but this moment in the history of education and training is worth looking at, as it marks the first moments of distance learning, as opposed to face-to-face. 

• 1924: The "Automatic Teacher"

An Ohio State University professor, Sidney Pressey, invented the first ever electronic learning device. Called the Automatic Teacher, it was designed to replace standardised tests with a machine. This innovation marked the beginnings of e-learning, but at the time it was not a great success.

• 1957: The "Teaching Machine"

Then Harvard University psychologist Burrhus Frederic Skinner created the "teaching machine". Called GLIDER, the machine has a different functionality from Sidney Pressey's automatic teacher. Rather than testing students, its function is to teach. 

• 1963: A news article foretells the future

A chapter in the Daily Express Science Annual, entitled "Teaching Machines and Programmed Learning", describes interactive teaching machines and shows pictures of a number of systems. In the same Annual, a science fiction short story by Brian Aldiss predicts mobile learning, wearable computing, brain-computer interfaces, the development of personal computing in the 1970s and concern about global warming.

• 1960: PLATO

The very first computerised teaching tool was the brainchild of Professor Don Bitzer, then teaching at the University of Illinois. It bears the acronym PLATO for "Programmed Logic for Automatic Teaching Operations." Initially used as an assisted education tool, it quickly outgrew its original purpose, earning its stripes as the "cornerstone of modern multi-user computing." PLATO can be considered the ancestor and starting point of modern e-learning systems.

• 1966: Computer-generated teaching

Another university professor, this time Patrick Suppes of Stanford University, became the father of CMI (computer-managed instruction). At the time he was working on IBM 1500 hardware. He then used his innovation to supplement teachers' teaching with individual maths sessions. 

• 1969: ARPANET

ARPANET is widely regarded as the ancestor of the Internet. It was created by connecting four university computers together. ARPANET's first purpose was educational. It was intended to share resources and information between scientists and institutions.

• 1977: Apple II personal computer

Apple launched the Apple II personal computer in 1977. Co-founder Steve Wozniak emphasised education as the main intended function of the new hardware. The computer was appealing to young people with sound and colour graphics.

• 1979: Apple partners with Bell&Howell

In 1979, Apple partnered with Bell & Howell to create the Apple Education Foundation. The Foundation donates computers to students and provides grants to those who develop software with educational value.

• 1983: Electronic University Network

The Electronic University Network (EUN), an online educational network, is being launched by Ron Gordon, the former president of the video game company Atari. It was created to help universities and colleges get started with online courses.

• 1986: 1/4 of secondary schools use computers

In 1986, 25% of high schools in the United States were already using personal computers for college and career guidance.

• 1989: Birth of the World Wide Web (WWW)

The World Wide Web (WWW) was invented by the British scientist Tim Berners-Lee. Its original purpose was to share information between academic institutions around the world.

• 1994: The first online school

In 1994, the first fully online accredited high school, CompuHigh, was established. It caters for US nationals and international English-speaking students in grades 3 to 12.

• 1999: the term "e-learning" is used for the first time

The term "e-learning" was first used in a professional context by Elliott Masie at the TechLearn conference at Disneyworld.

• 1999: The first online university

In 1999, the first fully accredited online university, Jones International University, was established. It offered online courses and degrees in business and education to students until 2015, when it officially closed.

• 2002: MIT's OpenCourseWare 

With its OpenCourseWare project, MIT began in 2002 to offer course materials and lectures online for free to Internet users worldwide.

• 2008: The term "MOOC" is used for the first time

The term MOOC (Massive Open Online Course) was first used in 2008 by another academic: Dave Cormier of the University of Prince Edward Island.

• 2012: The year of MOOC

A year dubbed "the year of the MOOC". In 2012 Coursera, currently one of the world's largest online learning platforms, was founded by Andrew NG and Daphne Koller of Stanford University. In the same year, two other successful online learning platforms - Udacity and edX - were launched.

• 2014: Most universities are using e-learning

In 2014, 98% of public colleges and universities in the United States offer fully online learning programmes.

• 2018: E-learning reaches $168.8 billion

In 2018, the global e-learning market size reached $168.8 billion.

• 2020 : Most companies use e-learning

Around 90% of US businesses are using e-learning by 2020. Globally, the e-learning market is on the rise, with a projected growth of 10.3% per year until 2027. France has an annual growth rate of 15% and is catching up with Germany, which is considered the most advanced European country with e-learning.

• The rise of e-learning

In the early days of e-learning, manuals and CD-ROMs were the only basis for work. The rise of the Internet has enabled organisations to utilise the flexibility of e-learning. The progression of technologies has allowed for the integration of images, audio, video and graphics. All of these elements have increasingly helped in keeping learners engaged, compared to traditional learning. 

In its early days, e-learning was not accessible to everyone. The first IBM computer, for example, cost the equivalent of 5,000 euros today. As digital devices became more widely available in the home, the popularity of e-learning grew. Today, it is mobile learning that is contributing to the growth of e-learning, allowing access from anywhere, at any time, in microformats that stimulate learner engagement.

Companies started using e-learning in the 2000s to train their employees. Employees now have the opportunity to expand their knowledge base and broaden their skills with just a few clicks. Learners now have access to programmes that offer them the opportunity to earn degrees online, at costs that are competitive with those of some schools and universities. Today, e-learning is more popular than ever.

Before we go any further, and because some of the concepts have already been mentioned above, here are a few expressions you should know to better understand the world of e-learning. 

Mobile learning

Mobile learning is a new way of learning. It has been around for a few years now. Mobile learning is based on the ATAWAD principle: AnyTime, AnyWhere, Any Device. When we talk about mobile learning, we are talking about mobile learning. This type of format gives the possibility to learn anytime and from anywhere, using any medium such as your phone, tablet or PC. The solution is flexible and can support a wide variety of content, from video to quizzes, games, etc.

The LMS

The LMS is a Learning Management System. In simple words, it is a software application that is used to deliver online training. There are several types of LMS, some are cloud-based, others can be installed directly on the hardware of the company or training organisation. However, cloud-based solutions have become more common in recent years due to their ease of access and use. 

SCORM

SCORM stands for Shareable Content Object Reference Model. It is a model, or a set of technical specifications, that standardises the way in which e-learning courses or training are created. The SCORM standard makes it possible to create e-learning content that is easily transferable from one LMS to another.

xAPI

Often referred to as the evolution of SCORM, xAPI adds performance. This popular new standard offers a significant level of flexibility and has the ability to track learning experiences. It can track learning experiences and how the data is tracked and stored.

LXP

LPX stands for Learning Experience Platform. It is therefore an e-learning platform that enables a personalised, social and online learning experience. It aggregates various sources of learning content into a single portal.

Janet Clarey, Senior Consultant, Technology, Analytics and Learning at Bersin by Deloitte defines LXP platforms as follows: "LXPs are single point of access systems designed for the general public and composed of integrated technologies for learning. They can perform many tasks, such as curating and aggregating content, creating learning and career paths, connecting people, enhancing skills development, and tracking learning activities delivered through different content creation partners. By providing a central platform, LXPs enable organisations to create an engaging and rich learning experience. LXPs help reduce their reliance on an LMS for example."

The advantages 

• It is a cost-effective system

E-learning has many avantages, but the one that is most emphasised and appreciated is the long-term cost saving. There are no face-to-face trainers to pay, learners are less likely to be monopolised during working hours, and the need for equipment is limited. Moreover, LMS, LXP or mobile learning platforms make it easier to update content, especially when the platforms offer social learning features. In this context, content creation is not only in the hands of specialised training content creators, but also in the hands of learners who share their knowledge with their peers. Some articles speak of 50% to 70% savings in training costs thanks to e-learning. In blended learning contexts that mix e-learning and face-to-face training, the cost-effectiveness ratio remains advantageous, while reassuring companies that do not yet wish to go 100% digital or that cannot do so.

• Saving time

For a company, e-learning is a time-saver. By accessing training content from anywhere, the friction of travel and the constraints of synchronous training can be overcome, allowing training times to be adapted to suit individual schedules. Furthermore, e-learning platforms allow a certain number of tasks or communications to be automated, making it easier to manage training and save time. Furthermore, e-learning reduces learning time by 25% to 60%, depending on the course, compared with classroom-based training. 

• Online learning is self-paced

With e-learning, learners can set their own timetable and learning pace. E-learning therefore frees them from the constraints of presenteeism. This is an advantage that leads to higher levels of commitment from learners, who can log on at times when they are most likely to be receptive to the training content. 

• Putting the learner at the centre of the training

What is special about e-learning is that it puts the learner back at the centre of the learning process, rather than the instructor. In systems that facilitate social learning, the learner can take on the role of both creator and consumer of content, while remaining at the centre of the learning system. 

• Customisation of the learning environment

It has been found that employees who work in 'neutral' environments, without any personalization elements, are on average 15% less productive than those who work with a decorated desk or surrounded by personal effects. This reality also applies to learning. With face-to-face training, learners are in neutral, non-personalised spaces. With e-learning, learners have control over the learning context, whether they are at home, in the office, in a break room or on public transport.  They can set their own e-learning strategy.

• Improving learning paths with data

Data allows us to understand the learning habits of learners. By analysing the data provided by training or learning platforms, it is possible to adapt content and courses to stimulate learner engagement. For example, a high drop-out rate on a course identified through data analysis allows the content or course to be adjusted to ensure learner retention. Data can also be used to assess the rate at which training content is being used on a platform, in order to determine and adjust the updating of new content. In the case of LXP platforms and social learning, data can be used to identify learners' interests and understand their learning habits.

• Adapting to individual learning paths

E-learning, especially with adaptive learning, mobile learning and LXP, makes it possible to create individual learning paths. Learners can choose specific subjects that interest them and not necessarily complete the modules that do not interest them. As everyone has a different learning style, e-learning now allows for flexibility in learning paths that are open to individualised learning experiences.

• Improving performance and productivity

With all the advantages mentioned above, e-learning results in improved performance and productivity for learners. By completing their training quicker and with greater commitment, information retention rates are higher. This is even more true for mobile learning, which is particularly effective in countering the forgetting curve. Better engagement in training can have an impact on productivity, especially when learners have more control over the training content they consume. This makes them feel more motivated to achieve their professional goals and more committed to their career path. 

• Reducing the environmental impact

CSR has become a universal issue and reducing one's carbon footprint is part of it. E-learning helps to reduce environmental impact. It reduces the need to travel and uses more sustainable media than paper, for example. In a university context, distance learning consumes 90% less energy and emits 85% less CO2 than face-to-face teaching. 

The disadvantages

• Interaction between learners is limited

The interactions that take place between learners play an important role in the understanding, assimilation and retention of information provided during a course. Many e-learning platforms do not allow for the creation of conditions of interaction or the promotion of social learning. They are mostly limited to allowing learners to leave comments, which are moderated by the LMS administrators. Nevertheless, more and more platforms such as mobile learning or LXP offer advanced social learning features, in order to recreate these social interactions and the sharing of information between learners. 

• The lack of feedback

When faced with questions or problems encountered during a training course, e-learning may have difficulty in instantly addressing the question or problem in the same way as a face-to-face trainer would. However, the advanced social learning or peer learning features of certain solutions can provide an answer by involving other learners. This is a way of reintroducing the comments and personalised responses that are familiar from face-to-face training.  

• Personal motivation and time management

Lack of self-motivation among learners is one of the main reasons why they fail to complete an online course. In the classroom, it is difficult to hide behind procrastination. Taking e-learning courses requires learners to be organised and motivated, not just to log on and complete the learning modules. Many solutions now address this problem by providing notifications to remind learners to log in, or by offering gamification, challenges or rewards to motivate learners to complete the modules. 

• E-learning is limited to certain disciplines

Not all areas of learning can be delivered through e-learning. The format tends to be more suited to theory, social sciences and humanities than to scientific fields such as medical science and engineering, which require hands-on practice. It is difficult to train on the uses of a tool or on specific care procedures using e-learning alone. That said, blended learning courses can address this problem by combining face-to-face training when this cannot be done otherwise, with e-learning for the theoretical and assessment phases.

• What about the digital divide?

According to INSEE, 17% of the population was still affected by illiteracy in 2019. But let's put the figures in perspective, this reality affects a majority of the population aged 75 and over. It still affects a number of so-called modest families. That said, the majority of companies and training organisations that offer e-learning as a training method provide the equipment needed to follow the course. 

The e-learning industry is growing at a rapid pace, and the implementation of e-learning in companies is becoming an issue in the field of professional training and HR. With the requirement of remote work and social  distancing as a result of the health crisis of 2020, the growth of this learning medium has exploded. According to a new study by Global Market Insights, the e-learning market is expected to reach $375 billion by 2026. Among the major trends dominating the sector are:

Microlearning

Successive generations of learners have an increasingly fragmented attention span. For better or for worse, multitasking is a way of life for a large majority of people whose attention is very much in demand. In this context, microlearning makes it possible to adapt to the learning and content consumption habits of Internet users today and tomorrow. Microlearning corresponds to short formats, with training modules lasting between 3 and 10 minutes. Microlearning is also the preferred format for mobile learning, but it can be used from any medium: computer, mobile or tablet. With short modules, learners can learn at their own pace, completing the modules in one or more sessions, whenever they wish. Most of the time, microlearning modules allow the exercises to be completed in any order. 

From mobile learning to mobile-first learning

A CNBC study predicts that almost three quarters of Internet users will be accessing the net solely via their smartphones by 2025. This widespread use of mobile phones will not leave e-learning behind. It is therefore to be expected that mobile phones will play a key role in training and learning programmes. To best meet the needs of mobile learners, content and formats must be adapted to the way content is consumed on the move. The acronym ATAWAD will be at the heart of the issues, allowing mobile access from anywhere and at any time. On the other hand, mobile learning can be adapted to all learning contexts, from the learner who is rarely in the office to the one who spends part of his or her week working remotely or travelling. 

Until now, the norm has been for e-learning to be "mobile ready", i.e. designed to be consumed in a learning context at the office or at least behind a computer, but which can be adapted for use on the mobile. The health crisis of 2020 saw mobile e-learning explode due to successive lockdowns and the sudden widespread deployment of remote work. Organisations have identified the need for agile and mobile solutions above all. Today, more and more training programmes, modules and content are designed for mobile first, to be potentially used on desktops later, not the other way around. 

Social learning

Although it already existed through interactions in face-to-face learning conditions, social learning is taking on a whole new dimension in the e-learning era. With the recent LXP platforms that capitalise on the power of sharing and exchanging knowledge, social learning is reaching a form of maturity. Learning communities are beginning to emerge. This trend is not insignificant, given the important role of peer learning. Whether it is learning soft skills such as interpersonal skills, sharing technical skills or sharing experience, digital tools give social learning much more power and opportunity. Social learning is at the heart of informal and formal learning and replaces the learner-to-learner interaction that e-learning has previously lacked. 

User-generated content (UGC)

User-generated content, or UGC, is a trend that has exploded with social media. In the context of learning, it is a mechanism that lies at the heart of social learning. The need for training content is permanent and substantial, especially as training content is often perishable. Once learners have completed the modules, they are unlikely to return to them if the content is not renewed regularly. The costs of creating training content can be high. In some companies, content creation involves entire teams, or is outsourced to specialist providers. While a pedagogical base needs to be streamlined, it is expected that a democratic approach to learning will result in an improved training experience. User-generated content in an e-learning context allows the training content to be enriched with external content or knowledge held by peers. It allows the informal learning that exists in face-to-face contact between learners to be replicated. Emerging learning experience platforms make it easier for users to create and share content, enabling a more open working and learning environment.

Personalised and adaptive learning

Personalised learning refers to education in which the pace of learning and the pedagogical approach are optimised for the needs of each learner. The Gates Foundation and EDUCAUSE define the purpose of personalised learning as follows: "Personalised learning aims to accelerate learning by tailoring the learning environment - what, when, how and where subjects learn - to meet individual needs, skills and interests. Learners can take ownership of their own learning". Companies and educational institutions are increasingly offering personalised learning experiences, with mobile content, gamified content, microlearning resources, etc. These pathways are data-driven to enable optimisation of the learning experience.

Data-driven processes 

The growth of data, especially big data, is affecting businesses right down to their governance. Bigger and richer data sets enable better decisions through greater visibility. Learning is not left out. Developers of training and learning solutions and content now have to keep a number of constraints in mind. With the RGPD in particular, there is a challenge to protect learners and companies. Furthermore, data is now central to e-learning, as it is used to understand, adapt, improve or correct training courses or to understand learners' needs. Data is also at the heart of the challenge of personalising learning. 

In this continuity, we should mention the LRS, which are at the heart of any xAPI ecosystem. The LRS is a server responsible for receiving, storing and accessing learning records. The function of the LRS, simply put, is to store learning data. The LRS not only indicates that an employee has completed a course, it can also track exactly what employees have done with what they have learned. With this tool, managers and leaders can gain insight into what is working, what needs to be developed further and potential strategic directions to follow. This is also what the recent LPX's offer, along with other benefits including social learning. 

Personalised support through artificial intelligence

As with all areas of digital technology, artificial intelligence can enable a high degree of personalisation in learning. With data analysis, learners can be accompanied by permanently available "tutors". Without replacing the human, artificial intelligence in tutoring makes it possible to recommend related learning content, to adapt the course to the candidate's abilities and according to his past learning actions. 

Augmented reality, virtual reality and mixed reality

Augmented reality, virtual reality and mixed reality (AR, VR and MR) technologies are mentioned in all trend reports in a large majority of markets and have a role to play in learning. Although they are not central, they are worth mentioning. In some contexts, AR, VR and MR can enable immersive learning, and in some cases they can replace face-to-face learning, particularly in the case of technical skills that need to be learned in specific conditions. These technologies, still recently considered futuristic, allow learners to work on simulations or complex scenarios wherever they are.

Understanding why it is necessary 

If you want to switch to e-learning, either in part or in full, you need to know why you should do so. What is the future for e-learning in corporate training? For companies or organisations considering a move to e-learning or blended learning, it is important to understand the challenges that e-learning can face. With the health crisis, forced social distancing and the widespread introduction of remote working, the need for a fluid, intuitive and easy-to-use digital learning ecosystem is more important than ever. Training and learning platforms must be agile, accessible anywhere and at any time, while allowing for the informal learning that social interaction and social learning provide. 

Analyse the exisiting situation

Making the transition to e-learning is part of a digital transformation project that requires a number of steps before taking action.  The first step is to analyse the existing situation. A 20-person organisation that is moving towards e-learning does not have the same needs, nor the same learning contexts, as a 1,000 or even 20,000 employee organisation. The same applies to learning and training organisations. Are the learners mobile, teleworking, on the company premises? Overall, it is a question of clearly assessing training needs and the possible learning conditions and environments. For this, some companies call on external consultants who specialise in this area. Secondly, an inventory of the training materials and content currently in place in the company makes it possible to identify the content that needs to be "reworked" or transformed for digital use. 

Mapping jobs and skills

The mapping of jobs and skills is part of a forward-looking management of jobs and skills (GPEC) approach. More and more companies are going beyond this with strategic workforce planning, which maps in real time. Whatever the case, the approach is intrinsically linked to the training strategy. The two elements "feed" each other and must communicate intelligently. When setting up an e-learning project, certain questions arise in relation to skills. What are the different professions within the organisation? Can all of these jobs depend on 100% digital training? Which jobs or learners need a classroom component in their training programme?

Interviewing learners

It is important to place learners at the heart of training systems. When implementing an e-learning project, asking the people who are most affected is therefore a matter of course. Under what conditions do they learn best and what are their needs or preferences in terms of learning methods? What are their learning objectives? Are they already comfortable with digital tools? This phase allows us to understand the context in which learners can assimilate training content, but also to know their formal and informal learning habits. 

Clear and measurable objectives

Implementing an e-learning project then involves gathering and aligning the objectives of all the players and/or departments in the organisation in question. When setting up an e-learning ecosystem, all these objectives and expectations must be harmonised in order to implement a virtuous solution for all the company's players. For example, financial departments may hope to achieve specific objectives in terms of investment, return on investment, or savings in training programmes. Others, depending on the business, may have specific needs in terms of updating skills or transforming the business. For their part, human resources departments themselves have their own objectives in terms of training content, programme design, GPEC, strategic workforce planning and certification. 

The implementation of an e-learning project requires the collection and clarification of the goals of the players and the various departments within the organisation concerned. When setting up an e-learning system, all of these objectives and expectations must be merged in order to create a successful solution for all of the company's stakeholders. For example, financial departments may wish to achieve specific objectives in terms of investment, return on investment, or the savings to be made on training programmes. Depending on the business, there may be particular needs in terms of skills upgrade or business transformation. For this the human resources departments will have their own goals in terms of training content, programme design, GPEC, strategic workforce planning or even qualifications. 

Training support resources

The transition from traditional learning to e-learning means that the people involved in the training process need to be updated. It is important to ensure that the training tools can be used by everyone and the management teams can support the learners from the onset. Supervising e-learning also means allocating resources to ensure that learners actively use the e-learning tool(s), complete the required modules and become involved in the training process. 

Measuring the results

The use of digital tools in learning and training requires regular follow-up and modifications. Setting performance indicators enables you to quickly identify areas of improvement. These may be in terms of content, technical adjustments, etc. Data in this context can also be used to identify the contents that are performing badly, for example if they are not being completed on a regular basis. Data such as the percentage of failures on modules and the improvement in productivity make it possible to evaluate the effectiveness of the e-learning solution. 

Stimulating learner engagement

If setting up an e-learning tool were enough to ensure its success, it would be obvious. Once the e-learning tools have been installed, a major part of the work involves communicating with the learners to keep them involved in the training process. In the case of e-learning solutions such as LXP, where social learning plays a major role, learners must also be motivated to remain active in their learning. Asking their peers questions, sharing relevant content, etc., helps to keep these e-learning platforms alive and maintain a high level of commitment.