MULUNGUSHI UNIVERSITY

Pursuing the frontiers of knowledge

School of Science, Engineering and Technology
ICT-452- E-Learning

Student No. : 56109004

Student Name : Kuliwa Sibajene Syakwasia
Program/Year of Study/School : BICT ED IVD
Course Code/Title : ICT-452- E-Learning
Lecturer’s Name : Mr. B. Halubanza
Assignment No. :2
Due Date : 1st March 2019
Postal Address : Woodlands Secondary School
Lusaka
Email Address : kuliwas@yahoo.com
Mobile No. : 0+260977760937/+260969196315

Question 2:
Discuss e-learning features that can be used to develop interactive lessons in your opinion. Describe
how these features can improve the effectiveness of information delivery.
Introduction
E-learning, for a very long time, was a one-way street. Learners would come, consume content in
terms of videos and articles, and leave. Interactive e-Learning comes into the picture. E-Learning
interactivity has been proven to activate long-term memory and to improve attention, which are both
essential parts of all learning mechanisms. This paper discusses e-learning features that can be used to
develop interactive lessons and describe how these features can improve the effectiveness of
information delivery.

E-Learning interactivity is defined as the “dialogue” between learners and eLearning tools through
which learners become engaged and involved in the eLearning process. It involves forms of action or
reaction on learners’ behalf, in order for them to achieve results or reach a conclusion. eLearning
interactive features include multiple choice quizzes, tests, eLearning scenarios, simulations,
animation and videos that help learners to deepen their understanding of the subject matter through
experimentation, dealing with unpredicted circumstances, or even learning from their mistakes.

Interactive e-lessons
There are several reasons why you want learners to interact. You might want them to move from one
piece of information to another. Or you want them to collect some information and make decisions.
You might want them to have a hands-on experience with a process or activity. Or you want to give
them an opportunity to explore. Once you understand why they need to interact with the course
content, you will better understand what kind of interactive element(s) to include in your course. Once
you decide on the kind of interactivity to be included in the course. Below are some of the interactive
features that can improve the effectiveness of information delivery.

Web-based
The most common approach for self-paced e-learning is Web-based training consisting of a set of
interactive e-lessons. An e-lesson is a linear sequence of screens which can include text, graphics,
animations, audio, video and interactivity in the form of questions and feedback. E-lessons can also
include recommended reading and links to online resources, as well as additional information on
specific topics.

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Electronic simulations
Simulations are highly interactive forms of e-learning. The term “simulation” basically means creating
a learning environment that “simulates” the real world, allowing the learner to learn by doing.
Simulations are a specific form of Web-based training that immerse the learner in a real-world
situation and respond in a dynamic way to his/her behaviour.

Job aids
Job aids provide just-in-time knowledge. They can take several forms and be delivered on different
platforms for instance computer, printed document or mobile phone. They usually provide immediate
answers to specific questions, thus helping users accomplish job tasks. Technical glossaries and
checklists are a few examples of simple job aids, but sophisticated expert systems can also be
developed to assist workers in complex decision-making.

E-tutoring, e-coaching, e-mentoring

Services which provide human and social dimensions can be offered to learners to support them
through the learning experience. E-tutoring, e-coaching and e-mentoring provide individual
support and feedback to learners through online tools and facilitation techniques.

Collaborative learning
Online discussions
Synchronous and asynchronous online discussions are designed to facilitate communication and
knowledge-sharing among learners. Learners can comment and exchange ideas about course activities
or contribute to group learning by sharing their knowledge.

Collaboration
Collaborative project work implies collaboration among learners to perform a task. Collaborative
activities can include project work and scenario-based assignments.

Virtual classroom
A virtual classroom is the instructional method most similar to traditional classroom
training, as it is led completely by an instructor. A virtual classroom is an e- learning event
where an instructor teaches remotely and in real time to a group of learners using a

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combination of materials including PowerPoint slides, audio or video materials. It is also
called synchronous learning.

This method requires the least amount of effort to convert materials but instructors still have to
prepare them. Appropriate technology must be in place for both the learners and providers such
as software for the virtual classroom and good connectivity.

Games
Games are an exceptional learning aid. They add an element of fun to learning and motivate learners
to perform better without them even realizing it. Games let learners explore, try fail, try again, and
learn. Players seek risks, challenges, rewards, and recognition when they play a game.

Quizzes and Assessments

Providing learners with an opportunity to fail at guessing can actually improve learning quality. And
that’s where quizzes and assessments come in handy. Quizzes are a great medium to test learner
knowledge, measure their performance, provide feedback, and reinforce key concepts. Interactive quiz
or assessment include multiple choice questions, rapid-fire, trivia, fill-in type questions, drag-drop-
sort, visual assessments, mind maps, flashcards, game-show and style quizzes.

Scenarios
Scenarios recreate a real-life situation that a learner might face and expect the learner to make their
own decisions and progress through it. They aim to promote in-depth learning and make learners
aware of the various possibilities they will come across and need to respond to in a given situation.
Learners become aware of and sensitive to the complexities in each path they choose. Goal-driven
immersive learning scenarios, fact-based scenes, and branching questions are some interesting formats
to deploy for building engaging digital scenarios.

Simulations
Simulations promote the concept of learning by doing. They can emulate real-work applications or
real-life processes so that learners can practice in a risk-free environment. Simulations come in handy
when you need to walk your learner through a critical concept, process, or procedure.

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Role-based or process-based simulations, explorative simulations with picture, text, and video, and
screen-component-based simulations for software training are the most preferred types of interactive
digital simulations.

Videos
Videos are the de-facto standard of communication today. If a picture speaks a thousand words,
a video definitely speaks a million. And well, in this era of Netflix and YouTube, it is indeed a smart
idea to harness the power of videos in your learning too. Videos have the power to turn passive content
into an active experience for viewers and tend to engage learners faster compared to any other media.

Interactive videos take this experience a notch higher as they are designed to transform the traditional
video experience from a monologue into a dialog. These videos can be personalized, are capable of
providing skip navigation, informative overlays, and quizzes, and feature engaging user interactions.

Conclusion
Interactive learning is based on the premise that the learner interacts with the content to progress in the
course and achieve the desired objectives, activates long-term memory and improves attention, which
are both essential parts of all learning mechanisms. Iinteractive features include multiple choice
quizzes, tests, eLearning scenarios, simulations, games, animation and videos among others helps
learners to deepen their understanding of the subject matter through experimentation, dealing with
unpredicted circumstances, or even learning from their mistakes.

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References
Croxto, R. A. (2014, June). The Role of Interactivity in Student Satisfaction and Persistence in Online
Learning.

Engelbrecht, E (2003). A Look at e-Learning Models: Investigating Their Value for Developing

an e-Learning Strategy. Progressio, 25, 38-47.

Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor

models. Computers & Education, 49(2), 396–413.

Chiome, C. (2012) Access and Success in e-Learning in the Zimbabwe Open University.

Online Journal of African Affairs. 2012, 1(2): 10-16.