Are video shorts the new method?

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

The article from EDUCAUSE Review explains how generative artificial intelligence (GenAI) can be used to convert lengthy instructional videos into a series of engaging, short video lectures that enhance student engagement and learning. It describes a case where an instructional design professor used GenAI to restructure a long lecture into micro-lectures with interactive elements such as quizzes, visual aids, and voiceovers, making the content more accessible and appealing. The article discusses how clear prompting, content segmentation, and review of AI-generated outputs contribute to creating short videos that align with learning goals and support personalized learning experiences.

The source is reliable because it is published by EDUCAUSE Review, a respected outlet focused on higher education technology trends and instructional innovation. The detailed account of how GenAI was applied offers a practical example that educators and instructional designers can adapt for their own courses or training programs. This resource is especially useful for professionals seeking ways to improve learner engagement in online or blended environments and to reduce the time required for video content creation. However, readers should consider the need for instructor review and revision to maintain accuracy and pedagogical quality. The article would interest faculty, instructional designers, and training specialists exploring AI-enhanced learning tools.

Zheng, H. (2025, June 17). Leveraging GenAI to transform a traditional instructional video into engaging short video lectures. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2025/6/leveraging-genai-to-transform-a-traditional-instructional-video-into-engaging-short-video-lecturesLinks to an external site.

The Best Windows Laptops for 2026

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This post is provided by guest blogger, Carla Reed, graduate student at University of St. Francis, MS Talent Development program.

Windows laptops in 2026 offer impressive variety, strong performance gains from new Snapdragon chips, and better battery life than many MacBooks. Overall, the lineup feels more innovative and user‑focused than in previous years. In a recent article, Henschel (2026) highlights a wide range of top‑rated Windows laptops, from ultraportables to dual‑display models and gaming systems, all tested for performance, build quality, and value. The author concludes that the Surface Laptop 7 stands out as the best all-around choice, combining power, premium design, and exceptional battery life.

I recommend this article for students, professionals, and frequent travelers looking for practical buying guidance. Although it reflects the author’s personal editorial choices, the source is fairly trustworthy given her tech background. Henschel (2026) makes it clear that Windows laptops are outpacing MacBooks in innovation and flexibility.

Reference

Henschel, H. (2026, January). The 11 best Windows laptops for 2026. Mashable. Retrieved from: https://mashable.com/roundup/best-windows-laptop-2026

Boost Employee Development with E-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 “Why Now’s The Time To Use E-Learning For Employee Growth And Development”, Berkes (2022) explains the importance and value of e-learning in today’s workplace. The article highlights that e-learning is a flexible and cost-effective methods for training and developing employees, especially in a post-pandemic world where remote and hybrid work models are more common. Berkes (2022) emphasizes that e-learning helps organizations keep up with rapid technological changes and meet the expectations of modern employees who want an accessible learning experience.  

This information can be helpful for HR professionals, training managers, and organizational leaders seeking cost-effective and adaptable training solutions. It offers insights into how e-learning can enhance continuous development and employee retention. This article could benefit from adding data to support its claims about the effectiveness of e-learning or by comparing e-learning with traditional methods.  

Category: e-Learning and Technology, Training & Development 

Reference: 

Berkes, O. (2022, May 4). Why now’s the time to use e-learning for employee growth and development. Forbes Technology Council. https://www.forbes.com/councils/forbestechcouncil/2022/05/04/why-nows-the-time-to-use-e-learning-for-employee-growth-and-development/ 

Trends in E-Learning

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

This article discusses the expansion of e-learning, specifically since the pandemic. The article reports on the great expansion of e-learning offerings, while discussing how plans are to be made for expanding broadband capabilities and reaching audiences without the technology to participate in e-learning. As e-learning becomes more standard practice, technology capabilities will need to advance in order to accommodate. The article offers suggestions for microlearning opportunities to serve populations that may not have access to e-learning necessities such as regular internet and WiFi. 

This article comes from the domain research.com, which appears to be a credible source, and the article itself sources credible resources and data. This article is useful as it provides a new perspective on the implications of e-learning and the effects of its transformation. This article provides insight on high-level topics related to e-learning. This would be an interesting read for somebody who would like to know more about the recent development of e-learning. 

Reference: 

Bouchrika, I. (2026, January 24). eLearning Trends: 2026 Current Data, Analysis & Insights [Review of eLearning Trends: 2026 Current Data, Analysis & Insights]. Research.com. https://research.com/education/elearning-trends

Top eLearning trends for 2026

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

eLearning is essential in education and professional environments. In a recent article, Sharma (2025) outlines eLearning trends for 2026. They include intelligent technology, security, and collaboration. The first discusses using AI for personalization while increasing engagement. It is used by most enterprises and so is microlearning. Microlearning is credited for its short yet effective impact. Blockchain and crypto tokenization are providing security and credential verification. A holistic approach to marketing can build trust by building a balance between profits ethical obligations. Communal learning programs boost engagement. Learning in the flow of work is common practice in most corporations.

The website where the article was published is a self-proclaimed leading source for industry specific training and development content. Sharma is a managing partner of Tecuy Media and leads LinksFrog. He is a reliable source as he is considered a Level 5 Legend. The information can be useful when wanting to keep updated with any current technologies. Educators, Human Resources professionals, Talent Development representatives and enterprises would be interested in this information. In these roles knowing what technologies can be the most relevant, useful, and efficient is key.

Reference:

Sharma, O. (2025, September 20). Top eLearning trends in 2026: How new innovations are shaping education. eLearning Industry. https://elearningindustry.com/top-elearning-trends-how-new-innovations-are-shaping-education

Technology-Driven Education: A New Era of Learning

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

Education is undergoing a revolutionary transformation aided primarily by an era of rapid technological advancements. Once a mere facilitator, technology has begun to shift from its former support role to be a core driver of how students learn and interact. In a recent article, Denys Vorobyov (2024) presents the potential and multifaceted challenges technology brings to education. Digital tools and online resources are enhancing engagement, accessibility, and quality of learning, preparing students for a digital future. However, the author stresses that successful integration of new technologies requires collaboration among schools, governments, and tech experts to ensure equitable access, cybersecurity, ongoing training for educators, and appropriate application to curriculum. The author concludes that the prospects for education are boundless, with technology opening up new possibilities for learning, teaching and growing. With effective partnerships between technology innovation, integration, and educators, the future of education promises a more inclusive, interactive, and imaginative learning experience for all.

I recommend this article for anyone who works in education and is looking to integrate technology into their curriculum. In particular, this would be a useful resource for those wishing to have a framework to implement new technology to their learning environment. The article provides a list of key stakeholders that are needed throughout the integration process in order to overcome possible challenges that may arise. Additionally, the source provided a real-world example of an online platform that was developed utilizing the previously mentioned framework, highlighting how tech companies and educational platforms can successfully collaborate to produce an accessible tool.

Reference

Vorobyov, D. (2024, February 1). Technology-driven education: A new era of learning. Forbes. https://forbes.com/sites/forbestechcouncil/2024/02/01/technology-driven-education-a-new-era-of-learning

Designing for Learner Success

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This post is provided by guest blogger, Samerah Saad, graduate student University of St. Francis, MS Talent Development program. 

In the article “Effective Design for Adult Learners,” Erich Stiefvater (2025) explores how scaffolding teaching techniques can enhance the educational experience for adult learners. They utilize methods such as modeling and chunking information to aid in the ability to not only require new information but to additionally retain it for long-term use and application. Diversifying the platform to include e-learning provides click-and-reveal and branching to make content more engaging for the learner. Incorporating interactive measures such as reflections and open-ended questions empower learners to remain captivated and enthralled in their learning experience.

Though Stiefvater (2025) provides valuable insight on how to better learner outcomes through intentional instructional design, I’m concerned that this is viewed with rose colored glasses. I commend the intent and theoretical practice behind the plan, but I do not see the data or real-life examples to support the claim holistically. I am missing qualitative examples to demonstrate how these scaffolding techniques will meet or exceed the typical standard set. I would need to explore further to obtain a deeper sense of confidence that the learner is retaining the information being presented to them in practical application.  

Reference: 

Stiefvater, E. (2025, February). Effective design for adult learners. Education Northwest. https://educationnorthwest.org/insights/effective-design-adult-learners?utm_source=chatgpt.comLinks to an external site. 

Measuring What Matters

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


In the article, Reimagining assessment in online learning: A framework for student success, Ng and Hussain (2022) discuss how digital learning environments necessitate a change in assessment practices to effectively evaluate student outcomes. The authors present a case against traditional assessment models; they are lacking in the virtual setting. They also introduce a student- centered framework that places importance on formative feedback, reflective practice, and authentic assessment tasks. The article provides evidence showing that when assessments are aligned with learning goals and actively engage students, they achieve deeper learning and improve course completion rates.


This article offers a timely and practical approach to improving assessments in eLearning. Since COVID- 19, online learning has greatly expanded. Ng and Hussain (2022) are able to take theory and connect it with real- world application. One limitation is that the authors’ research focuses mainly on higher education. K-12 and corporate eLearning environments will require adjustments. However, the article’s emphasis on continuous feedback and authentic learning are critical aspects of the learning process across contexts.

Categories: Assessment & Evaluation, E-learning, Instructional Design/Program Development, Online Learning

Reference:
Ng, D., & Hussain, I. (2022). Reimagining assessment in online learning: A framework for student success. Online Learning Journal, 26(1), 45–63. https://doi.org/10.24059/olj.v26i1.2982

Creating Effective E-learning Programs by Analyzing Current Data

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Creating Effective E-learning Programs by Analyzing Current Data

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

As more organizations turn to e-leaning as the preferred educational and training modality, the need to accurately measure participant outcomes is imperative. The success of e-learning programs is dependent on the ability of decision makers to gauge success and failure in order to change and improve the implementation of emerging technologies and delivery systems. There are currently limited metrics on e-learning outcomes. This is due to the lack of congruity across assessment criteria, measuring standards, and digital learning content. Assessment of e-learning programs is needed to accurately determine the effectiveness of e-learning environments in order to assess the most effective e-leaning teaching tools and methods.

The article “impact of online learning on student’s performance and engagement: a systematic review” by Akpen, Asaolu, Atobatele, Okagbue, and Sampson (2024), evaluates the current research on the effects of e-learning on student outcomes. The research review examines 18 in-depth studies using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA). An analysis showed varied academic outcomes from learning in the online environment. Some studies showed improved student performance due to the flexibility and accessibility of the e-learning environment. While other studies highlighted the challenges of the e-learning environment including isolation and lack of interactions with instructors and peers. The effectiveness of e-learning was also shown to be affected by things like the quality of the digital tools, the accessibility and reliability of the internet connections, and participant’s motivation to stay engaged in e-leaning programs. Recognizing and addressing these issues can improve the overall e-learning experience, thereby positively affecting the student outcomes. This information is useful program designers, trainers, and educators responsible for the e-learning experience and informational content.

Categories: Assessment & Evaluation, Instructional Design/Program Development, Online Learning

Reference:

Akpen, C.N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024). Impact of online learning on student’s performance and engagement: a systematic review. Discover Education, 3.  https://doi.org/10.1007/s44217-024-00253-0

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