One of the beauties of e-learning and the virtual world is that it can bring people together who would otherwise not get the chance to meet and exchange. However, retention rates are a special challenge for e-learning, participants often feel deserted and drop out. So, what motivates people to spent precious time on a course, let alone to follow the pace of the cohort in an e-learning course? We need to acknowledge that learning usually goes along with change. A course should therefore not only bundle relevant knowledge, but also allow participants to discuss routes for change and to move along together. Like in presence-based courses, the trainer needs to address learner’s needs when designing the course package, provide a platform for the learning process and, most importantly, follow up and accompany the learning process in detail.

Most GFA e-learning courses are therefore provided on a Learning Management System (often Moodle), which allows learning in an asynchronous and collaborative way. The individual learner path is structured but flexible, communication is bundled, reading material is localizable in a repository, exchange happens in discussion fora and through common tasks, sufficient background material is provided for individual assignments and quizzes. In addition, live sessions can be blended in - however, their learning outcome for the individual should not be overestimated.

In this spirit, GFA has set up e-learning courses establishing learning communities over whole continents or even on a global scale. We present three project examples in our newsletter edition 15.

Christine Fröhlich, Head of C³ Unit for Better Learning

Download C3 NEWSLETTER, EDITION 15/2022 (PDF)