Therefore, we can say that students are more likely to learn when they feel satisfied or rewarded for learning, rather than being punished for not learning. You need to feel good to keep motivated. Taking the time to do this in advance will save time at the end and lead to a better course. Teaching is more effective and student learning is improved when (a) we, as instructors, formulate a clear set of learning objectives (i.e., the knowledge and skills we expect students to demonstrate at the end of a course); (b) teaching activities (e.g. case studies, labs, discussions, readings) support these learning objectives through goal-oriented practice; and (c) ratings (e.g. Tests, articles, problem sets, achievements) provide students with the opportunity to demonstrate and practice the knowledge and skills articulated in the objectives, and instructors to provide targeted feedback that can guide subsequent learning. Case studies have long been used in business schools, law schools, medical schools, and the social sciences, but they can be used in any discipline if professors want students to understand how what they`ve learned is applied to real-world situations. Cases come in many formats, ranging from a simple question “What would you do in this situation?” to a detailed description of a situation with data for analysis. Whether you use a simple scenario case or a complex detailed case depends on your course objectives. The more excitement your eLearning course creates, the more likely it is to be remembered. If you have hands-on experience or experience that causes the student to feel strong emotions, the lesson will be memorized more easily. Connect the course to real life.
We are all flattered when someone is interested in us. Right? Flatter your learners and interest them in what you have to say by showing interest in what is happening in their lives. The real ideas are there; Talk to your audience and take a look at their daily lives to find out what challenges them in the workplace. Then, create real-life scenarios that reflect their reality and provide much-needed context that generates attention. This law reminds us that we remember the last (last) material. For this reason, you should be careful to include chapter or unit discussions and build on previous knowledge. This gives your students the opportunity to return to previous material that may have been set aside by information at the end of the unit. Creating a validation exercise that includes both older and newer information increases the likelihood that all information will be recorded. This law states that learning can only take place if a student is willing to learn. When students feel ready, they learn more effectively and satisfactorily than when they are not ready. Remember the time when it was proven that the earth was round and not flat. The concept was almost impossible for the majority of the living to accept.
Because once a person has learned something, it is almost impossible to tell him that it is actually different. This is the law of primacy. Remember in elementary school when the teacher made you write words three times and then use them in a sentence? Your teacher practiced this law. What if the secret of life existed but was locked in a box that no one could open? Well, you`d only have about one box, wouldn`t you? And so do you, if you design an eLearning course without considering ease of use. It doesn`t matter how relevant the information is in a course if your audience can`t access that information. While student engagement and ensuring that content is fully covered are critical to course success, it`s just as important to review and ensure your user interface (UI) is aligned. Taking the time to review and review usability can ensure that your students don`t lose out just because the course is difficult to navigate. Keep in mind that an online learning course is often not a choice for most people. They take this because they have to and will have little patience for assumptions.
Make it clear what the user needs to do to progress through the course. Learning is hard enough without the added hassle of having to search for what to click on. The second part of this law states that unused knowledge is weakened and disappears from memory. “Use it or lose it” isn`t just a random saying: when it comes to learning, it`s totally okay. Your eLearning design should take this into account and give learners the opportunity to use new information in a way that remains.