Individual Preferences in E-Learning by Hills Howard;

Author:Hills, Howard;
Language: eng
Format: epub
Publisher: Taylor & Francis Group

Applying these lessons in the future

I have discussed research and observations that have been around for some time. Many of the ideas resulting from this research have been put into practice. You might expect that matters have improved to such an extent that the observations recorded by Carroll lack any significance for e-learning designers of the future. It is true that a lot of the detailed findings have become common practice in the design of both computer system interfaces and also learning material. I still believe the broad sweep of Carroll’s research to be absolutely valid in the design of future technology-delivered learning material. The capability of computer systems and the application software are increasing all the time and will continue to do so. The impact of usability research means that in general, systems are easier to use. We understand where people look when they first see a screen frame, where the eye goes to next. Incidentally, in the majority of cases, they look at the centre of the screen and then their eye moves to the left.

Even with our increased understanding, there is no guarantee that computer systems and applications will become easier to use. Their complexity is increasing and modern applications have far more functions and facilities than those they have replaced. This is true of applications and we must expect it to be true of e-learning material. This means that the learner has greater freedom in which to be unpredictable. The move from didactic material to electronic performance support systems goes some way towards addressing these issues, but increases the complexity of the support material itself. The research indicates that the problems users have would apply to a knowledge management or performance support site just as much as a linear didactic training site, ‘most of the problems discussed apply at least as much to help systems as to training material’ (Carroll, 1990, p. 45). The main lessons from Carroll’s research have been simplified into four statements in Figure 4.2.

Figure 4.2

Recommendations for designing learning for computer use (after Carroll, 1990)

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