As with (almost) everything in life, opinions are divided among educators I've spoken to. :) I think you can break down the most common responses to changing behaviour with e-learning as follows:
Which vision is most correct now? Vision 2:). The goal of learning, and therefore online learning, is always behavioural change. Using words and images, you want to teach the participant new skills and knowledge. The literature (see sources) shows that regardless of the form (online or offline) you can achieve behavioural change. What really makes the difference is the content and the way of communicating your training. Classroom training as well as e-learning training can therefore fail or succeed in the attempt to change the participant's behaviour.
As a trainer you want to influence the behaviour of the student in a positive way. The newly acquired knowledge and skills are only useful if they are visible in the student's practice.
To further determine this, we zoom in on behavioural change. In the seventies the so-called "Transtheoretical Model of Behavioral Change" was developed. This model distinguishes five phases of behavioral change:
If you want to have an effect on the student, some insight into his personal behaviour is important. If the course starts with an e-learning trajectory, it is not possible to determine this immediately at the start. In order to change the student positively, it is important to pay attention to the different phases. A concrete elaboration of this:
Phase Application Pre-contemplation Use appealing examples and arguments to stimulate the will to change. Contemplation Shows what the behavioural change looks like and what you gain from it. Preparation Give guidance and help with achievable goals. Action Exercise! Provide feedback and progress assessments. Behavior retention Follow up after the training, offer mentoring etc.
For each phase it is possible to include e-learning as well as traditional contact moments. In the "Pre-contemplation", for example, you can have an e-learning session before the practical session in which the trainee is already thinking. During the contact moment you can fall back on this and deepen it further. The advantage is that all participants already start the contact moment in a more uniform way, as they have gone through the same preparation. The participants have also been working on the material for a longer period of time, which ensures that it stays with them longer. E-learning also lends itself well to individual practice (and testing) of course material, so that you can ensure that enough is learned. Transferring everything at once in one contact moment is often to-much! :)
But e-learning can also be used in the "Action phase" for behavioural change. Think of uploading concrete goals and activities online that the participant wants to undertake. As a teacher, you can respond to these and offer support.
It is also possible that your subject does not lend itself to e-learning as well. If, for example, the development needs of the participants are individually different (therapy or 1 on 1 coaching) then it is often not effective to develop specific e-learning for it. At most you can then develop some digital learning material for some basic theory.
E-learning is an additional tool that can promote behavioural change. And because the participant can follow it at his/her own time and place (and the teacher can develop it at his/her own time and place) you can efficiently offer a richer and longer learning process than just classical sessions. Spreading the learning process out over a longer period of time fits in well with the process of behavioural change. Changing your behaviour is difficult ("old habits die hard") and takes time! See also for example the article in the NRC"In 100 days you can change behavior".
Also read our blog: The effectiveness of e-learning according to scientific research Sources used
