Elearning

  • It’s time to put that question behind us.  

    Once a question has been carefully analyzed and a reliable answer has been found, it is time to use this new knowledge to help answer the next series of important questions. This is the current situation in some parts of the maritime industry surrounding the question of whether eLearning works.
    To illustrate, some months ago there was a familiar discussion on an online maritime group debating whether eLearning works. Arguments on both sides cited anecdotes and conjecture on topics for which we already have solid answers informed by real research. This highlights the need to broadly disseminate what is already known about this question. Therefore, this article provides some of the most compelling evidence on the question of whether eLearning works in the maritime industry. This knowledge can then be used to contribute to the discussion of other pressing, yet unanswered, maritime training questions such as how to cross cultural and language barriers in training, how to raise the standards of all maritime training without increasing costs, and how to support a culture of safety through attention to training.

    The Quick Answer
    We will cover the evidence in a moment, but first let me clearly state the answer to the question, “Does eLearning work”? The answer is an unequivocal “YES”. But as with any complex topic, there are many parts to that answer. So here are a few quick, but very important, considerations.

    Not All eLearning Experiences are Equal
    Neither are all classroom experiences. There are excellent and poor examples of both online and classroom-based training. We don’t abandon the classroom just because we had a terrible instructor once. Likewise, we should not abandon eLearning just because we have encountered poor implementations (of which there are many). So when considering the question of whether eLearning works, we are comparing offerings of roughly equal quality.

    The Difference Between Knowledge & Skills
    Maritime industry workers require both knowledge and skills to do their jobs safely and efficiently. It is important to realize that effective training techniques for knowledge are not the same as those for skills. Having said that, keep in mind that all skills are built on a foundation of knowledge. Therefore even if you believe you are only teaching a skill, there is always a strong knowledge component to that training. So both must always be considered.

    Blended is Best for Knowledge
    The evidence will be presented below, but here is the quick fact. All else being equal, when comparing online learning with classroom-based learning, they come out roughly equal for teaching knowledge, with eLearning offering a slight advantage. Yes, this is surprising, but it is a fact.  More importantly, if you combine online and face-to-face training (a technique called “blended learning”), you get significantly better training outcomes than by employing either online or face-to-face training alone. This is very important as it gives us an opportunity to make real training improvements that were simply not available to us 10 years ago.

    No Replacement for Hands On Training
    This is one of the most common arguments I hear against online learning. I believe that the statement is completely true, but it is in no way an argument against on-line learning. Hands-on training for skills provides the context, experience, environment and tactile feedback that a simulation will approach, but never fully match. However, simulations will provide variety in, and control of, the training scenario that hands-on training can never match. Each approach offers something the other one does not. Therefore in this case we can use multiple, complementary training approaches to yield excellent results - better than either one approach can produce alone.

    Technology Offers Unique Benefits
    In addition to improving training outcomes, adding a technology component to your training yields benefits not available otherwise.
    For example, eLearning systems are excellent providers of deep learning metrics and analytics. This is real-time data about how well your trainees are performing and where the gaps are. This allows you to continuously improve training at your organization and close gaps in training outcomes before they become safety or performance issues.
    Another example is how technology can bring training to the trainee. This has the effect of improving access to training, bringing it to those who might not otherwise have the opportunity.
    Technology also supports more flexible training delivery models. A very common and highly effective approach is to have trainees pre-train using eLearning, and then converge afterward at a central location for a shorter and more effective face-to-face experience.
    These are some of the quick facts. Let’s look at the hard evidence now.

    The Evidence
    Arguably the best evidence of eLearning effectiveness is a report published in 2010 by the U.S. Department of Education (U.S. DOE). The report is entitled “Evaluation of Evidence-Based Practices in Online Learning, A Meta-Analysis and Review of Online Learning Studies”. The strength of this report comes from the fact that it is a meta-analysis. A meta-analysis looks at a large number of independent studies and draws a conclusion based on the strength of this large collection. This is powerful because the biases or flaws of individual studies are quickly filtered out of the collective response.
    In the case of the U.S. DOE study, the meta-analysis looked at roughly 1,000 research studies, and then filtered them down to 45 which met rigorous design standards. From these studies the analysis came to several conclusions. Let’s look at some of the most notable quotes from this study:

    Conclusion Number 1
    Online Learning Outperforms
    Face-to-Face Learning:

    U.S. DOE Quote: “Students in online conditions performed modestly better, on average, than those learning  the same material through traditional face-to-face instruction. Learning outcomes for students who engaged in online learning exceeded those of students receiving face-to-face instruction.”
    The difference in effectiveness measured between online and face-to-face instruction was quite small, but it exists with the win going to online learning. From this we can say unequivocally that online learning most certainly does not produce inferior outcomes when compared to face-to-face instruction, as many incorrectly believe. In fairness, however, until I performed my own studies on eLearning effectiveness as a university researcher in the 1990s, I also assumed that eLearning would be inferior. I was wrong.

    Conclusion Number 2
    Blended Learning is Best:
    U.S. DOE Quote: “Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.“
    The conclusion above indicates that when you use a combination of on-line and face-to-face training (referred to as “blended learning”), the learning outcomes are better than for either face-to-face or eLearning alone. This makes intuitive sense because each mode of learning has strengths the other one cannot offer. The implications are clear. If your goal is to provide the very best training possible, you should use a combined approach involving both face-to-face training and online learning.

    Conclusion Number 3
    Interaction with Peers and/or Instructors Improves Learning Outcomes:
    U.S. DOE Quote: “Effect sizes [i.e. the improvement in learning outcomes] were larger for studies in which the online instruction was collaborative or instructor-directed than in those studies where online learners worked independently.”
    This is a very important conclusion which cannot be stressed enough. One of the major advantages of online learning is its ability to connect people to one another, allowing them to learn from one another in a way that face-to-face training can’t. While it is indeed possible and effective for trainees to learn online independently, the best outcomes are achieved when we use technology to connect people to further facilitate the learning process.

    Conclusion Number 4:
    eLearning Works, Regardless
    of the Subject Matter:

    U.S. DOE Quote: “The effectiveness of online learning approaches appears quite broad across different content and learner types.”
    eLearning has been around long enough and studied long enough that we can safely conclude that it is effective for all kinds of knowledge acquisition. There is nothing about maritime knowledge or maritime learners that makes the field immune to the benefits of eLearning. That is not to say that there are no hurdles to overcome in maritime eLearning - there are. For example, the availability of internet on-board, and the sophistication of vessel-based training both have slowed the adoption of eLearning in the industry. However, those obstacles are being (and have been) largely overcome by maritime-specific learning management systems (LMSs) and the industry is following suit by adopting eLearning methods. This study makes it clear that the benefits of eLearning are not domain-specific.
    eLearning works. It has strengths which create an opportunity to do better than we do now. It is not a replacement for face to face or hands-on training,  that is the wrong discussion to be having because we already know the answer. The real discussion is about how we apply the strengths and advantages that eLearning brings to an industry that is in desperate need of better (not more) training, more uniform training, and an elevated discussion on what we can do to achieve these.


    The Author
    Pek Murray Goldberg is CEO of Marine Learning Systems (www.MarineLS.com). An eLearning researcher and developer, his software has been used by 14 million people worldwide.


    (As published in the May 2014 edition of Maritime Reporter & Engineering News - http://magazines.marinelink.com/Magazines/MaritimeReporter)

  • Marine Learning Systems, an eLearning software and services provider, delivers interactive, customized maritime training with a key focus on safety and performance improvement. Company founder and CEO Murray Goldberg explains.  “Creating technologies that improve training outcomes” is Murray Goldberg’s

  • The practice in oil & gas eLearning in the U.S is growing rapidly, with many oil companies now using eLearning as part of its competence management programs. Several oil giants in the U.S. such as Shell, Exxon and Chevron are keen on competence-based management, because it is an effective way for managers

  • Oilennium Ltd., a Petrofac Training Services (PTS) company that provides eLearning training services to the oil and gas industry, announced that since Dolphin Geophysical deployed the ConTrainer on its global fleet of seismic vessels, the company has experienced an improvement in its ability to deliver

  • EIVA has launched a NaviSuite eLearning site, which via an annual subscription aims to offers users training modules covering various aspects of the NaviSuite features and applications that they can access regardless of the time of the day and where they are in the world. According to EIVA, the site will

  • , shot on vessels and maritime locations and customized to the maritime industry.   The Case: Moxie Media is an industry leader in delivering maritime eLearning courseware for safety and compliance training. Over 10,000 active users utilizing Moxie Media’s online courseware including American Commercial Lines

  • industry (possibly with training centers coming in a close second), and interestingly nowhere else in the industry have we seen an increase in the use of elearning as we have in the cruise lines.Given that our company serves a large percentage of the world cruise lines, this increase is very close to home. In

  • the seafarer; where will they come from; where will they work; when and where will they train?   Dr. Doumbia-Henry sees the impact of the internet and eLearning as transformational to all training and education, and one that is quickly spreading through maritime circles.    “So much now can be done through

  • the same interface used during the examination. If the first attempt is unsuccessful, a re-test is offered during the same session. USCG-approved eLearning Courses and associated Learning Management Systems (LMS) must satisfy the same quality standards as would be needed for a similar class given in

  • . Recent KVH acquisitions of Videotel (July 2014) and Headland Media (May 2012) have now been rolled into KVH Media Group and allow KVH to bring more eLearning and better tracking of each crewmembers certificates to shipowners. The company’s global reach now reaches as many as 25,000 vessels, with services

  • Tip #1. Immediate exam retakes should never be allowed.It is very common practice, especially in eLearning environments, to allow trainees to immediately retake an exam they just failed. Worse, sometimes training is set up to allow the trainee to take the exam repeatedly until they pass.Never do this.

  • some of the money is going.Also, are you aware that training methods are shifting? If not, now would be a very good time to read the data. All forms of eLearning are on the rise as is simulator training. Face-to-face training is on the decline. Are you considering a move to more recurrent training? The report

  • MR Sep-22#11  and have built many eLearning 
modules. It is not)
    September 2022 - Maritime Reporter and Engineering News page: 11

    set of rules to live by when designing learn- ing content. Although I am primarily a technology provider, I am also an edu- cator and have built many eLearning modules. It is not hard, and I ? nd it ex- tremely satisfying. I hope that you will too. Until next time, keep well and sail safely! www.marinelink

  • MR Sep-22#10  to the 
principles on good eLearning design. They are as)
    September 2022 - Maritime Reporter and Engineering News page: 10

    presented. Here I will quote and summarize some of the paper’s essential Again - common sense. Learning materials should get to the principles on good eLearning design. They are as follows: point and resist unneeded information. This is a strong argu- ment for creating your own learning content - content

  • MR Apr-22#11  of choice 
when it comes to eLearning media types. 
We are)
    April 2022 - Maritime Reporter and Engineering News page: 11

    we know that different people learn differently? The truth is that every media has its place. And there is no shortage of choice when it comes to eLearning media types. We are all familiar with the use of text, audio, images and video in eLearning implementations. But to make the con- versation even

  • MR Jan-22#41  classroom training declines, eLearning grows
Despite the dif)
    January 2022 - Maritime Reporter and Engineering News page: 41

    the need to acquire new training infrastructure, particularly for delivery of training. ? TRAINING METHODS As face-to-face classroom training declines, eLearning grows Despite the dif? culty in maintaining in-person training due to the pandemic, face-to-face classroom training was still cit- ed as the most

  • MR Sep-21#10  some freshly implemented eLearning  direct questions about)
    September 2021 - Maritime Reporter and Engineering News page: 10

    quality, many organizations are now modes. Surveys are simple and useful tools to employ here. Ask in the position of having some freshly implemented eLearning direct questions about their satisfaction and view of learning programs. Now what? effectiveness. Speci? c questions about how well each training

  • MR Aug-21#12   increase in the use of elearning as we have in the cruise)
    August 2021 - Maritime Reporter and Engineering News page: 12

    #27 Maritime Training and the Pandemic. © Brazhyk/AdobeStock NOW WHAT? he endless debate pitting face-to-face learning against increase in the use of elearning as we have in the cruise lines. online learning rages on and will likely continue to Given that our company serves a large percentage of the do

  • MR Feb-21#55  
the delivery of cloud-based eLearning and remote training)
    February 2021 - Maritime Reporter and Engineering News page: 55

    , Coast Guard Since the start of the pandemic, Kongsberg has been ramping up regulations and are manufactured in the U.S. the delivery of cloud-based eLearning and remote training solutions The SturdiSignal features a double head to support education and training institutes and meet the challenges autonomous

  • MR Dec-20#36  maritime radar training, 
an eLearning tool designed to enable)
    December 2020 - Maritime Reporter and Engineering News page: 36

    solutions to deal with COVID-19 induced restrictions, Kongsberg Digital launched a new cloud-based simulation service for maritime radar training, an eLearning tool designed to enable instructors to manage and control exercises with realistic radar simulations to students, who now can Marine Learning

  • MR Dec-19#8  
(simulation, videos, eLearning, etc.), 
classroom-style)
    December 2019 - Maritime Reporter and Engineering News page: 8

    Database (MarTID) report showed that while op- erators intend to increase their use of almost every type of training surveyed (simulation, videos, eLearning, etc.), classroom-style training stands alone © stokkete/AdobeStock with more operators intending to reduce its use than increase it. There are

  • MP Q2-19#40 , Asia-Paci?c and North 
eLearning and video instruction)
    May/Jun 2019 - Maritime Logistics Professional page: 40

    headquarters to dominate, the tide is turning toward increasing levels of online were spread out mostly between Europe, Asia-Paci?c and North eLearning and video instruction, music to the ears of seafarers America. A smaller percentage of respondents were headquar- that pay for their own training

  • MR Jun-19#47  are  ing levels of online eLearning and video 
and North)
    June 2019 - Maritime Reporter and Engineering News page: 47

    the tide is turning toward increas- 40% of the responses. mostly between Europe, Asia-Paci? c future of autonomy, while METIs are ing levels of online eLearning and video and North America. A smaller percent- most optimistic. From the perspective instruction, music to the ears of seafarers SEAFARERS age

  • MR Jun-19#8  level of knowl-
cially in eLearning environments,  mediate)
    June 2019 - Maritime Reporter and Engineering News page: 8

    should never be allowed. t is very common practice, espe- diate questions. First, why not allow im- that they have a similar level of knowl- cially in eLearning environments, mediate retakes? And second, what shall edge for those questions we did not ask. to allow trainees to immediately we do instead

  • MR Jan-19#24  have plans to decrease 
ELEARNING IN THE 
al evidence)
    January 2019 - Maritime Reporter and Engineering News page: 24

    in our in- Additionally, only a very small number AND INTERNET-BASED dustry. And although there was anecdot- of respondents have plans to decrease ELEARNING IN THE al evidence of this transformation in the usage next year. past, the MarTID report presents clear Other inferences can be derived by UPCOMING

  • MR May-18#69  in-person to simulation to 
eLearning, simulator training)
    May 2018 - Maritime Reporter and Engineering News page: 69

    Though training practices are a mixed bag of methods, from in-person to simulation to eLearning, simulator training is the standard when it comes to training bridge of? cers Simulation Simulation with over 86% of companies using simulators to train them. 60% use simulators when it comes to training

  • MN Jan-18#8  River. He 
MarineLS.com). An eLearning re-
has served on the)
    January 2018 - Marine News page: 8

    its single 300 Murray Goldberg is CEO of passenger vessel the Rip Van Marine Learning Systems (www. Winkle on the Hudson River. He MarineLS.com). An eLearning re- has served on the PVA Safety and searcher and developer, his soft- Security Committee since 2001 ware has been used by 14 million and served

  • MP Q3-17#25  impact 
of the internet and eLearning as trans-
formational)
    Jul/Aug 2017 - Maritime Logistics Professional page: 25

    the seafarer; where will they come from; where will they work; when and where will they train? Dr. Doumbia-Henry sees the impact of the internet and eLearning as trans- formational to all training and educa- tion, and one that is quickly spreading through maritime circles. “So much now can be done through

  • MR Aug-17#37  one’  of the internet and eLearning as trans- We need to)
    August 2017 - Maritime Reporter and Engineering News page: 37

    ence the international regulatory regime. off is breaking new ground; I think this is our core, and we should be ‘number one’ of the internet and eLearning as trans- We need to make sure the international a study that has never been undertaken, it in the world for maritime research. We formational

  • MR Jul-17#6 , talking educational and eLearning  your help – a unique)
    July 2017 - Maritime Reporter and Engineering News page: 6

    is one of the most tireless executives hard for the overall good of this industry to deliver – with that I know, a walking, talking educational and eLearning your help – a unique perspective on global maritime train- International Sales dynamo that is quickly adding maritime industry titans to ing practices

  • MR Feb-16#55  Robert Wong,  to the Marlins eLearning Suite for Seafarers)
    February 2016 - Maritime Reporter and Engineering News page: 55

    costs and improving a vessel’s overall The product is a completely biocide maintenance and operation standards,” said Robert Wong, to the Marlins eLearning Suite for Seafarers. The course can free paint and has no impact on the also be purchased by individuals via the Marlins online shop, Marketing

  • MR Feb-16#19 . Likewise for other 
eLearning researcher and developer)
    February 2016 - Maritime Reporter and Engineering News page: 19

    (www.MarineLS.com). An end of training, we can determine how in? uenced by actual effectiveness, or by ? cation in training. Likewise for other eLearning researcher and developer, his successful training was even in the pres- the method of gathering the KPI itself. operational metrics such as ferry

  • MN Jan-17#27 , combines eLearning with various  Washington)
    January 2017 - Marine News page: 27

    cluding a wide variety of ferry opera- C a program, the move to blended learn- ONCLUSION tors, combines eLearning with various Washington State Ferries, like many ing in maritime operations is a fairly form of in-person learning such as vessel operators, is embarking on a recent phenomenon. And, as

  • MN Jan-17#24  can be over- combination of eLearning and face-to-face training))
    January 2017 - Marine News page: 24

    Washington State Fer- ing a typical marine orga- ries (WSF) – is exploring the use of blended learning (the nization today can be over- combination of eLearning and face-to-face training) to whelming. These include: help alleviate their training challenges. Maintaining a ? eet • Increasingly sophisticat-

  • MN Jan-17#6  
blended learning (combining eLearning and face-to-face training))
    January 2017 - Marine News page: 6

    comes to training and safety.” That’s where Blended Learning comes in. The Washington State Ferries is exploring the use of blended learning (combining eLearning and face-to-face training) to help alleviate their train- ing challenges. That story begins on page 24. And just when you thought things couldn’t

  • MR Mar-16#17 , they move on to the next 
eLearning researcher and developer)
    March 2016 - Maritime Reporter and Engineering News page: 17

    Systems (www.MarineLS.com). An be our friend when analyzing training be) too high or too low in relation to all goes well, they move on to the next eLearning researcher and developer, his activities for the purpose of continuous organizational goals indicate a problem module (or the summative test if