E-learning

Self-Directed Learning: The Key to E-Learning Outcomes

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes” by Chang and Siew (2024), examines how Self-Directed Learning (SDL) abilities influence e-learning outcomes. Core SDL principles include self-motivation, goal-setting, active planning, and self-evaluation. The research evaluated various elearning outcomes, such as enhanced learning, empowerment, time-saving, and academic success. The study found that students with higher levels of SDL, including self-efficacy, social interaction, and online readiness, tend to experience greater satisfaction and success with elearning. Since online courses heavily depend on SDL, students lacking these skills may struggle in this environment. Building relationships and incorporating positive emotional interactions could improve learning outcomes, student participation, and academic achievement.

This peer-reviewed study is valuable for higher education instructors designing elearning experiences. It highlights the connection between SDL abilities and student satisfaction as predictors of elearning outcomes. This research is beneficial for educators aiming to foster motivation and engagement in virtual settings. Learners benefit most from well-structured learning environments that connect the relevance of the content to their personal and professional lives. For example, when professionals recognized the career development benefits of their coursework, they reported higher satisfaction with their elearning experiences. Chang and Siew (2024) emphasize that learning is most effective when educators promote self-guided, independent learning strategies that inspire students to become lifelong learners.

References  

Chang, W. C., & Siew, W. F. (2024). Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes. Journal of Educators Online, 21(4).
https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=83f10a8e-19c1-3d24-82b7-1ccf49635f81 

Measuring What They Know

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This post is provided by guest blogger, Stephanie DeFrancesco, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

There are several ways we can measure student outcomes by assessment. In a recent article, authors at Cornell University (2025), discuss how to approach measuring student outcomes, whether formative (receive input and guided feedback) or summative assessments (tests, quizzes, etc.). The article also discusses what to consider when you are developing methods for assessing the students. The end guide to get started with what to ask yourself when reviewing course assignments and outcomes is also helpful to make sure you are on the right track when creating assessments.

I believe the source is a great starting point to assessing the learning outcomes. It breaks the criteria down for the instructor in a short article, but it hits all the key points on how to get started and how to continue throughout the course. I think it is a very reliable source because this could be a struggle for some to know where to begin and how to understand how to measure student learning. I also appreciate how it defines each approach and explains how to ask students to reflect to know you are on the right track. 

Cornell University. (2025). Measuring student learning: Center for teaching innovation. Measuring student learning. Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/measuring-student-learning 

Modern Assessment Techniques in eLearning

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This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program

As we continue to look for ways to improve learning outcomes, delivering a more personal learning experience for our students is becoming increasingly important.  Key to this is successful assessment procedures.  While exams and quizzes have been an integral part of learning assessment, due to the dynamic nature of eLearning these techniques are not enough.  More creative and personalized assessment techniques will be needed to improve student engagement and provide the analytics needed to gauge student performance.  Approaches such as simulations, group assessments, and interactive tests are just a few of the new techniques that are being implemented.

Satyabrata Das’ article Modern Assessment Techniques in eLearning (2024) breakdowns the reasons why changes in eLearning assessment procedures are needed.  The article starts with brief examples of creative assessment techniques and while what is presented is informative, presenting examples would have helped.  This is followed by a brief review of the importance of assessments, as well as stressing the need for promptness and fairness.  While the information presented in these sections was useful, it was weakened by the lack of data supporting the claims.  Ultimately, this article serves as a great starting point for someone looking to improve their assessment procedures.

Reference: Das, S. (2024, August 25). Modern Assessment Techniques in eLearning. eLearning Industry. Retrieved from https://elearningindustry.com/modern-assessment-techniques-in-elearning

Rethinking E-Learning Assessments

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This post is provided by guest blogger, Hailey Kaddatz, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

The assessment of student outcomes in e-learning reveals a significant gap between content delivery and learner engagement (Noesgaard, n.d.). Many participants engage in behaviors like skipping through training sessions and multitasking, which undermines the effectiveness of the learning experience. There is a need for more interactive and engaging content to foster genuine understanding and retention.

This information provided by Noesgaard (n.d.) appears reliable as it draws on observed behaviors in e-learning environments. This resource could be useful for educators and instructional designers looking to improve engagement and assessment strategies. It may interest those involved in e-learning, training programs, and educational policy development.

Reference: Noesgaard, S. (n.d.). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. https://academic-publishing.org/index.php/ejel/article/view/1735/1698.

Quality Over Quantity 

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This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.

In the article, “8 Qualitative eLearning Assessment Methods to Track Online Learners Progress”, Christopher Pappas (2023) provides eight methods to track a learners’ progress using qualitative assessments. Qualitative assessments help determine the online learners’ proficiency and knowledge mastery. The eight qualitative eLearning assessment methods mentioned in the article are, task-based simulations, branching scenarios, online group collaboration projects, open-ended questions, problem-solving case studies, eLearning blogs, online interviews and forums and online discussions. These assessments help instructors go beyond surface level and can help an instructor identify the areas a learner needs improvement on. 

This article is published on elearningindustry.com which is valuable resource to those in the industry handling eLearning programs. I like how the author states, “it’s not how much you know but how well you know it” (Pappas, 2023). I learned new things from this article, and I would be putting some of this into practice. One of the things I think was missing from this article was insight of what the learners’ feedback was about these assessments. I would really like to know that these methods have been put into practice and what did the learners think about it. 

Reference

Pappas, C. (2023, June 12). 8 Qualitative eLearning assessment methods to track online learners progress. eLearning Industry. https://elearningindustry.com/qualitative-elearning-assessment-methods-track-online-learners-progress

e-Learning Success: Measure, Assess, Improve 

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This post is provided by guest blogger, Bianca Henderson, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

In “How To Evaluate The Success Of An e-Learning Program: Setting Objectives And Assessing Outcomes,” Merchant (2023) emphasizes the importance of evaluating e-Learning programs to ensure they achieve educational goals and provide value. She outlines key steps for effective assessment: 1) Establish clear, measurable objectives aligned with organizational goals; 2) Analyze learner engagement through metrics such as completion rates and participation; 3) Assess learning outcomes using quizzes and assignments to measure knowledge retention; 4) Gather learner feedback via surveys to identify strengths and improvement areas; 5) Implement continuous improvement based on collected data to enhance the program. These steps help organizations create effective and engaging e-Learning experiences. 

This article presents a structured approach to evaluating e-Learning programs, making it a valuable resource. By outlining practical steps for assessment, the article serves as a guide for those seeking to enhance their e-Learning initiatives. HR professionals and training instructors will find the information relevant. The article could benefit from specific case studies or examples to illustrate the application of these steps in real-world scenarios.  

Category: Assessment & Evaluation, e-Learning, Teaching Strategies 

Reference:  

Merchant, N. (2023, September 25). How to evaluate the success of an eLearning program: Setting objectives and assessing outcomes. eLearning Industry. https://elearningindustry.com/how-to-evaluate-the-success-of-elearning-program-setting-objectives-assessing-outcomes 

Designing E-Learning

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This post is provided by guest blogger, Stephanie DeFrancesco, graduate student at the University of St. Francis in Joliet, MS in Talent Development Program. 

As e-learning becomes more popular, educators are realizing that it is important to be able to prepare more in-depth programs and be able to create a class that is precise and successful to help the student learn using instructional design. In the recent blog by an E-Learning Specialist, they dive into the skills that teachers should be able to obtain to create a successful e-learning class. Such as achievable objectives, organized materials, up to date technology skills and creativity. Also discussed is the ADDIE model, which is used in many different instructional design processes for e-learning. 

I recommend this blog for anyone who has to create or design an e-learning platform for students to use. The summary of the skills the instructor should use with explanation are extremely helpful to be able to plan a e-learning class. I also believe that the different phases of ADDIE would be helpful to follow when designing models and objectives. Instructional design is one of the most important parts of e-learning, and the blog breaks down how to create and utilize e-learning in education. 

Category: Instructional Design/ E-Learning

The importance of instructional design for e-learning education: CAE. CAE Computer Aided E-learning. (2023, November 28). https://www.cae.net/why-is-instructional-design-important-for-e-learning-education/ 

The Incorporation of Gamification into Instructional Design Strategies

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The Incorporation of Gamification into Instructional Design Strategies

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

The emergence of e-learning tools is enhancing the training practitioner’s approach to instructional design (ID) and the implementation of effective teaching strategies in training and educational program construction. As technologies evolve the approach to the use of these technological tools also needs to evolve. There are several newer technologies that can be applied to the online, e-learning environment. These tools should be considered for use as part of functional teaching strategies and incorporated into the instructional design process. One of these e-learning technologies is gamification.

The article “Integrating gamification and instructional design to enhance usability of online learning”, Ghai & Tandon (2023), explores research into the idea of using the instructional design process as a method to tailor gamification, as an e-learning tool, to specific educational and training environments. By using parameters that are established for a particular learning proposal, as part of the instructional design process, gamification becomes a useful part of effective teaching strategies. Leaning outcomes, using a restrained, purposeful approach to the implementation of gamification as a teaching tool, have exhibited a positive correlation when this technology is incorporated into a training program’s teaching methodologies. This information is directed towards educators and instructional designers with the premise of encouraging them to use gamification as an effective information delivery tool.

Category: E-Learning, Gaming, Instructional Design/Program Development, Teaching Strategies

Reference:

Ghai, A. & Tandon, U. (2023). Integrating gamification and instructional design to enhance usability of online learning. Education and Information Technologies, 28, 2187-2206. https://doi.org/10.1007/s10639-022-11202-5

Instructional Design Interconnected with eLearning

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This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.

eLearning has become an important tool for education and training in today’s world. In the article “Instructional Design: The Brain and Heart of eLearning”, Satyabrata Das (2023) refers to instructional design as the heart and brain of eLearning. No different from an in-person classroom setting, instructional design is a major piece of an eLearning program and one of the most widely used methods for the design is the ADDIE cycle. The design of the program is what makes eLearning successful, engaging, ensures the learners needs are met, and that it is aligned with the instructional objectives. 

The article is published on eLearningIndustry.com, which is one of the largest knowledge sharing platforms for learning and development, and human resources. The articles published on this site are by reputable individuals. Satyabrata Das (2023) is the Founder and CEO of HexaLearn and has experience in planning and implementing programs. This article could be a great resource for individuals in the space of learning and development since it provides insights from experienced individuals. 

Reference

Das, S. (2023, October 4). Instructional design: The brain and heart of eLearning. eLearning Industry. https://elearningindustry.com/instructional-design-the-brain-and-heart-of-elearning  

Winning Models for Effective Learning 

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This post is provided by guest blogger, Bianca Henderson, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

In the article “8 Effective Instructional Design Models in 2025,” Gupta (2024) reviews eight well known instructional design models that guide the creation of engaging educational content. Key models include the ADDIE framework, which emphasizes analysis, design, development, implementation, and evaluation; Bloom’s Taxonomy, which categorizes learning objectives; and Merrill’s Principles of Instruction, focusing on real-world relevance. Other models include Gagne’s Nine Events of Instruction, the Dick and Carey Model, the Kemp Design Model, Action Mapping by Cathy Moore, and the SAM Model. Each framework offers unique strategies to enhance training effectiveness and learner performance.  

Gupta’s article “8 Effective Instructional Design Models in 2025” (2024) serves as a valuable resource. By outlining well established models, it offers insights into diverse approaches to improve learner engagement and performance. This information would particularly interest instructional design students and corporate trainers looking for effective strategies to implement in their programs.  

Category: Instructional Design, Teaching Strategies, E-Learning 

Reference: Gupta, D. (2024, December 17). 8 effective instructional design models in 2025. Whatfix. https://whatfix.com/blog/instructional-design-models/