Indu K-0528 - E-Training Program For DEEOPL

An e-Training program for Deepti Electronics & Electro-Optics Pvt Ltd
An e-Training program for

Deepti Electronics & Electro-Optics Pvt Ltd –
The Feasibility study and its effectiveness evaluation.
Submitted to
Bangalore University
In partial fulfillment of
the requirements for the award
of the degree of
Masters of Business Administration
Under the guidance of

External Guide Internal Guide
Mr. K.R.Laxmana Moorthy Prof. Jai Raj Nair
DEEOPL BVB- MPBIM
Bangalore Bangalore
By
Indu K
4th semester
(Reg no. 05XQCM6032)
M.P. Birla Institute of Management,

Associate Bharatiya Vidya Bhavan,
No 53, Race Course Road,
Bangalore 560001.
May 2007
MP Birla Institute of Management

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ACKNOWLEDGEMENT
I am extremely grateful to all those who have shared their views, opinions,
ideas and experiences which have significantly improved my inputs for this
Project.
I like to express my sincere thanks to Mr. M.R Sheshadri, MD, DEEOPL

for his untiring guidance throughout the Project journey. I have been
benefited greatly from the excellent advices extended by him.
I am grateful to Mr. K.R Laxamana Moorthy, VP, DEEOPL for his

valuable suggestions which added value to this project work. I would also
like to express thanks to the entire staff at DEEOPL.
I would like to extend my sincere gratitude to Prof. Jai Raj Nair, my

internal guide, MPBIM, for his valuable suggestions and directions which
helped me throughout this internship.
I would be failing in my duty, if I do not extend my sincere gratitude

towards our beloved Principal, Dr.N.S. Malavalli, MPBIM. Finally I
would like to extend my warm respects and regards to my family, friends
and well-wishers for their constant support and valuable suggestions.

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DECLARATION
I hereby declare, that this Project titled, “An e-training program for
Deepti Electronics & Electro-Optics Pvt Ltd – The Feasibility study and
its effectiveness evaluation” is a bonafide study, completed under the guidance
and supervision of Prof.Jai Raj Nair, Faculty MPBIM-BVB, and Mr.K.R.Laxmana
Moorthy, VP, DEEOPL Bangalore, in partial fulfillment of the requirements for the
award of MASTERS OF BUSINESS ADMINISTRATION Degree at Bangalore
University.
I further declare that this Project is the result of my own efforts and that it
has not been submitted to any other university or institute for the award of a degree
or diploma or any other similar title of recognition.
Place: Bangalore
Date: 07/05/07
Indu K
05XQCM6032
MBA, 4th SEM
MPBIM – BVB

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GUIDE’S CERTIFICATE
This is to certify that the project report entitled “An e-training

program for Deepti Electronics & Electro-Optics Pvt Ltd – The
Feasibility study and its effectiveness evaluation” by Indu K. bearing
Registration No.05 XQCM 6032 is a bonafide work done under my
guidance, in partial fulfillment of the requirement for the award of MBA
degree by Bangalore University. To the best of my knowledge this report has
not formed the basis for the award of any other degree.
Place: Bangalore Prof. Jai Raj Nair

Date:

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PRINCIPAL’S CERTIFICATE
This is to certify the project report entitled “An e-training

program for Deepti Electronics & Electro-Optics Pvt Ltd – The
Feasibility study and its effectiveness evaluation” has been prepared by
Indu K. bearing the registration No. 05 XQCM 6032 under the guidance
and supervision of Prof. Jai Raj Nair of M. P. Birla Institute of
Management (Associate Bharatiya Vidya Bhavan), Bangalore. This has not
formed the basis for the award of any degree/ diploma for any university
Place: Bangalore Principal

Date: (Dr. N. S. Malavalli)

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Table of contents
Particulars Page No.
Executive Summary 2
Introduction 3
About the Company 6
Statement of the problem 7
Organization structure of DEEOPL 8
Introduction to the concept of e-Training 11
A brief history of e-Learning 13
Forms of e-Learning 16
Basic principles of e-Learning 18
Growth of e-Learning 23
Computer Based Training 25
Benefits of e-Training 34
About the study 41
Phase I - Feasibility Study 43
Phase II – Effectiveness Evaluation 51
Conclusion 52
Suggestions 52
Bibliography 53
Annexure I 54

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Executive Summary
The E-Training system is an effective tool for Organizations / Institutes who

intend to conduct training courses on the Internet / Intranet. It not only provides effective
learning for the participants but also assists the organization in evaluating them. e-
Learning began in IT departments more than a decade ago under the moniker computer-
based training (CBT). CBT courses were usually delivered on CD-ROM and have largely
been focused on providing technology skills. The traditional CBT model does have
drawbacks for teaching skills, like salesmanship, that require an interactive form of
instruction. Now e-training is expanding beyond CD-ROMs and onto the Web, fully
encompassing all the capabilities of this new medium. e-Training incorporates streaming
audio and video, interactive flash animations and PowerPoint slides into a compelling,
fully interactive learning experience.
Learning Content Management Systems (LCMS) on the other hand, provide a
means for editing, managing and delivering learning contents. Instructional Designers can
utilize LCMS to arrange and edit courses/programs, and upload course content files. An
LCMS must be able to permit contents within the learning environment to be sharable,
allowing multiple users accessibility to the contents, so as to avoid content reproduction
and storage waste. In light of the streaming media content revolution, an LCMS must also
support streaming media services, delivering rich-media to the learning environments.
Deepti Electronics and Electro-Optics Pvt Ltd (DEEOPL) is a rapidly developing
company which provides indigenous high-tech design solutions in electronics (embedded
systems), electro-optics, avionics & automatic test equipments. Based in Bangalore,
Deepti provides surveillance solutions including platforms, thermal imagers, target
tracking systems and Software. The only known Indian company to make video trackers,
it has to its credit over 50 projects for DRDO, space, Public Sector Units & research labs.
After having participated in prestigious projects like light combat aircraft, unmanned air
vehicle, etc, Deepti is set to manufacture these systems.
The project deals with the entire process of an e-Training program starting from
the feasibility study till the feedback collection after implementation of the program.

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Introduction
Technical advancement in India is at its peak. To attain technological competence

and self-reliance, it is necessary to reduce vulnerability, particularly in strategic and
critical areas, and thereby making the maximum use of indigenous resources. It can
provide the maximum gainful and satisfying employment to all strata of society, with
emphasis on the employment of women and weaker sections of society. It is possible to
use traditional skills and capabilities, making them commercially competitive. The
following areas require special consideration for the further technological development in
India.
a) Ensure the correct mix between mass production technologies and production by the
masses.
b) Ensure maximum development with minimum capital outlay.
c) Identify obsolescence of technology in use and arrange for modernization of both
equipment and technology.
d) Develop technologies, which are internationally competitive, particularly those with
export potential.
e) Improve production speedily through greater efficiency and fuller utilization of
existing capabilities, and enhance the quality and reliability of performance and output.
f) Reduce demands on energy, particularly energy from non-renewable sources.
g) Ensure harmony with the environment, preserve the ecological balance and improve
the quality of the habitat and
h) Recycle waste material and make full utilization of by-products.
Educational Technology
Educational technology is a creative blending of "idea" and "product"
technologies with subject-matter content in order to engender and improve teaching and
learning processes. Educational technology is often associated with the terms
instructional technology or learning technology. "Product" technologies are tangible;
for example, computer hardware or software. "Idea" technologies are cognitive

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frameworks or schemes; for example, the Multiple Intelligence Theory proposed by

Howard Gardner. When products are thoughtfully blended with subject matter content
(such as mathematics or science concepts) for a specific audience in a specific
educational context (such as a school), one is using "educational technology."
The words educational and technology in the term educational technology have
the general meaning. Educational technology is not restricted to the education of children,
nor to the use of high technology. The particular case of the meaningful use of high-
technology to enhance learning in K-12 classrooms and higher education is known as
technology integration. Several universities have recently opened tracks for graduate
programs in the field of Educational Technology

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Strengthening the Technology Base
Research and Development, together with science and technology education and
training of a high order, will be accorded pride of place. The base of science and
technology consists of trained and skilled manpower at various levels, covering a wide
range of disciplines, and an appropriate institutional, legal and fiscal infrastructure.
Consolidation of the existing scientific base and selective strengthening of thrust areas in
it are essential. Special attention should be given to the promotion and strengthening of
the technology base in newly emerging and frontier areas such as information and
materials sciences, electronics and bio-technology. Education and training to upgrade
skills are also of utmost importance. Basic research and the building of centers of
excellence should be encouraged. Skills and skilled workers should be accorded special
recognition. The quality and efficiency of the technology generation and delivery systems
has to be continuously monitored and upgraded.
The project deals with a company, which makes use of their research and
development activities and manpower expertise, to develop world – class electronic &
electro-optic equipments.
The worldwide e-learning industry is estimated to be worth over 38 billion euros
according to conservative estimates, although in the European Union only about 20% of
e-learning products are produced within the common market. Developments in Internet
and multimedia technologies are the basic enabler of e-learning, with content,
technologies and services being identified as the three key sectors of the e-learning
industry, although it can be seen that there are two additional sectors, those being the
consulting and support sectors.
Organisations such as SkillSoft, Epic and LearningSteps.com are leading
innovators in the design and development of e-learning in the commercial world. Of
these, SkillSoft are by far the largest and most experienced company in the global e-
learning market, whilst Epic are the largest bespoke e-learning content providers.

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About the company
In a country like ours surveillance systems are required for military, paramilitary
and other applications. Providing indigenous high-tech design solutions in electronics
(embedded systems), electro-optics, avionics & automatic test equipments, is a rapidly
developing company called Deepti Electronics & Electro Optics Pvt Ltd (DEEOPL).
Based in Bangalore, Deepti provides surveillance solutions including platforms, thermal
imagers, target tracking systems and Software. The only known Indian company to make
video trackers, it has to its credit over 50 projects for DRDO, space, Public Sector Units
& research labs. After having participated in prestigious projects like light combat
aircraft, unmanned air vehicle, etc, Deepti is set to manufacture these systems.
It focuses on design and development of Embedded Systems for applications

including, but not limited to, Avionics, Surveillance, Law Enforcement, Thermal
Imaging and Automatic Test Equipment. Deepti's success lies in its quality products,
excellent client relationships and on-time deliveries.
The company has 65 well-qualified engineers and is growing strong. Thus it has
qualified and experienced manpower to take a project from concept to completion.
DEEOPL develop & manufacture high technology products for Military, Industrial &
commercial customers. DEEOPL blends technological expertise with DRDO's expertise
covers many disciplines including embedded systems, Surveillance & Tracking, VHDL,
Automatic test equipments, general instrumentation and Microwave communication.

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Statement of the problem
As stated earlier, DEEOPL’s success lies in its quality products, excellent client
relationships and on-time deliveries. Since inception, the company concentrated on the
research and development activities to gain a competitive advantage in the electronics
and electro-optics equipments, which are unique in nature. Thus it’s clear that the work
force need to be highly competent and experienced.
It has 65 well-qualified engineers – Software Engineers, Hardware and Board

Design Engineers, Mechanical engineers and consultants. They work on a project-to-
project basis. All of them were given only an on- the- job technical training soon after
their recruitment. They were not given any management training or any aid for
personality development, since the company was totally focused on R&D only.
So DEEOPL is now trying to develop two types training programs.

1) Management training (non-technical) for existing employees at different levels.
2) Both Technical and Non-Technical for the fresh recruits.
They want to implement the first module of the e-training program, after
conducting a feasibility study. Once the training is given, a training effectiveness
evaluation also will be done to check the degree of success of the above-mentioned
program. So the project is aimed at ‘An e-training program for Deepti Electronics &
Electro-Optics Pvt Ltd – The Feasibility study and its effectiveness evaluation.

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Organization Structure of DEEOPL
MD
Director Director Director
VP
Project Manager Finance Officer
Project Lead Admin Officer
Senior engineer
Engineer
Technician
Cognition and learning

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Cognition and learning is about the mechanisms by which people process

information. Since the Cognitive Revolution of the 1960s and 1970s, learning theory has
undergone a great deal of change. Much of the theoretical framework of Behaviorism was
retained and a new paradigm was begun. Like the Behavioral learning theories of the
past, Cognitive learning theory is based on objective, empirical data. Cognitive theories
look beyond behavior to explain brain-based behavior.
New theoretical frameworks are emerging to complement the behavioral theories
of previous eras. Today researchers are concentrating on topics like Cognitive load,
Situated learning, and Information Processing Theory.
The technology that is in some of the schools today, do not support what students
are going to be doing in the real world job market.
Electronic Performance Support Systems (EPSS)

Electronic Performance Support Systems can help an organization to reduce the
cost of training staff while increasing productivity and performance. It can empower an
employee to perform tasks with a minimum amount of external intervention or training.
By using this type of system an employee, especially a new employee, will not only be
able to complete their work more quickly and accurately, but as a secondary benefit they
will also learn more about their job and their employer's business.
However, an EPSS must be distinguished from a traditional online help system. In
her book, Glory Gery points out that on-line help usually supports a single software
application and is not necessarily focused on the entire range of job tasks (which may
involve multiple applications), but just that specific software. With online help, cross-
referencing is often not available and the information provided is limited and rarely
combined with procedures or complex tasks. Perhaps most critically, on-line help can not
be customized to the user or the job task; in fact, the same software screen may require
different inputs depending on the user and job task.
EPSS must also be differentiated from e-learning simulations that replay a series
of steps on-demand within a software application. Simulations are more closely
associated with on-demand training, not just-in-time support, because of the longer time

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considerations, complexity, and media restrictions for playing a simulation. Ted Gannan
(2007) describes this differentiation and states that an EPSS can considered part of the e-
learning category, as it is on-demand learning, and notes that the EPSS modality fits more
within the informal learning definition.

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Introduction to the concept of E-Training

What is E-Learning/ E-Training?
The term E-Learning represents the concept of using computers and information
technology to teach and to learn. People often refer to it also as "E-Training". Where "E-
Training" refers to the educator side, "E-Learning" refers to the student side.
The E-Training system is an effective tool for Organizations / Institutes who

intend to conduct training courses on the Internet / Intranet. It not only provides effective
learning for the participants but also assists the organization in evaluating them.
The major features of the E-Training System include:

User Defined Courses
Exhaustive Databank
Exhaustive Question bank
Interactive Notice Board
Online Test Papers generated on-the-fly with Computerized Evaluation
Online Feedback
Companies such as IBM have started using interactive online courses to train their
employees. This approach is looking increasingly attractive for a host of reasons –
significant cost savings being one of them.
As any capable manager knows, teaching employees new skills is critical to a

smoothly run business. Having said that, however, the traditional route of classroom
instruction runs the risk of being expensive, slow and, oftentimes, ineffective. Perhaps the
classroom's greatest disadvantage is the fact that it takes employees out of their jobs.
Every minute an employee is sitting in a classroom training session is a minute they're
not out on the floor working. It now looks as if there is a way to circumvent these
traditional training drawbacks. E-training promises more effective teaching techniques by
integrating audio, video, animation, text and interactive materials with the intent of
teaching each student at his or her own pace. It is the case of the monitor versus the

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blackboard. But the real argument for online training may just be that it eliminates the
costs in both time and money of having to send the employees to seminars.
IBM, for instance, claims that the institution of its e-training program, Basic Blue,
whose purpose is to train new managers, saved the company in the range of $200 million
in 1999. Cutting the travel expenses required to bring employees and instructors to a
central classroom accounts for the lion's share of the savings. With an online course,
employees can learn from any Internet-connected PC, anywhere in the world. Worldwide,
there is growing pressure on training departments to provide a clear return on investment
for workplace training, and traditional programs are just not filling the bill.
However, nobody said this technology would be cheap. E-training service

providers, on the average, charge from $10,000 to $60,000 to develop one hour of online
instruction. This price varies depending on the complexity of the training topic and the
media used. HTML pages are a little cheaper to develop while streaming-video
presentations or flash animations cost more. Course content is just the starting place for
cost. A complete e-Learning solution also includes the technology platform (the
computers, applications and network connections that are used to deliver the courses).
This technology platform, known as a learning management system (LMS), can either be
installed onsite or outsourced.
Add to that cost the necessary investments in network bandwidth to deliver

multimedia courses, and you're left holding one heck of a bill. For the LMS infrastructure
and a dozen or so online courses, costs can top $500,000 in the first year. These kinds of
costs mean that custom e-Training is, for the time being, an option only for large
organizations. For those companies that have a large enough staff, the e-training concept
pays for itself. Aware of this fact, large companies are investing heavily in online
training.

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A brief history of E-Learning
e-Learning began in IT departments more than a decade ago under the moniker
computer-based training (CBT). CBT courses were usually delivered on CD-ROM and
have largely been focused on providing technology skills. The traditional CBT model
does have drawbacks for teaching skills, like salesmanship, that require an interactive
form of instruction. Now e-training is expanding beyond CD-ROMs and onto the Web,
fully encompassing all the capabilities of this new medium. e-Training incorporates
streaming audio and video, interactive flash animations and PowerPoint slides into a
compelling, fully interactive learning experience.
As of right now, about 40% of all e-Training is still CD-ROM-based, but an

increasing number of courses are being delivered over company intranets and the world
wide web. About a third of these online courses include interaction with other people but
most programs still involve the learner and a computer. In 1999 the vast majority of all e-
Training was IT-related, but that area is expected to fall to less than half by 2003. There
are currently e-training courses being taught that embrace the entire gamut of business
issues, from topics as diverse as accounting to employee fitness.
e-Learning isn't expected to replace the classroom entirely. For one thing,
bandwidth limitations are still an issue in presenting multimedia over the Internet.
Furthermore, e-Training isn't suited to every mode of instruction or topic. For instance,
its rather ineffective imparting cultural values or building teams. If your company has a
unique corporate culture it would be difficult to convey that to first time employees
through a computer monitor. Group training sessions are more ideal for these purposes.
However, for teaching specific information and skills, e-Training holds great
promise. It can be especially effective at helping employees prepare for IT certification
programs. e-Learning also seems to effectively address topics such as sexual harassment
education, safety training and management training -- all areas where a clear set of
objectives can be identified. Ultimately, training experts recommend a "blended"

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approach that combines both online and in-person training as the instruction requires. E-
Learning is not an end-all solution. But if it helps decrease costs and windowless
classrooms filled with snoring students, it definitely has its advantages.
Given the new Internet technologies penetrating all domains of our lives, learning
is no exception to this phenomenon. The more mature Technologies get, the more
companies offer e-Training and e-Coaching programs to their employees, more and more
Universities create a special online curriculum and introduce distant learning systems.
The vast movement towards e-Learning is clearly motivated by the many benefits
it offers. However much e-Learning is praised and innovated, computers will never
completely eliminate human instructors and other forms of educational delivery. What is
important is to know exactly what e-Learning advantages exist and when these outweigh
the limitations of the medium.

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An e-Learning platform
The e-Learning platform refers to the actual delivery of learning contents from the
instructor to the learners. It can be broken down to two aspects, one is based on managing
the procedures of online learning instructions (LMS), and the other is the management of
learning contents (LCMS). Learning Management Systems (LMS) are where an
organizations learners/participants can register for courses, take instructional programs,
and participate in a variety of interactive learning activities and on-line assessments.
Furthermore, LMS also assist instructors/managers to manage administrative tasks,
collect learning records/reports and improve the corporate learning lifecycle.
Learning Content Management Systems (LCMS) on the other hand, provide a

means for editing, managing and delivering learning contents. Instructional Designers can
utilize LCMS to arrange and edit courses/programs, and upload course content files. An
LCMS must be able to permit contents within the learning environment to be sharable,
allowing multiple users accessibility to the contents, so as to avoid content reproduction
and storage waste. In light of the streaming media content revolution, an LCMS must also
support streaming media services, delivering rich-media to the learning environments.

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Forms of e-Learning
The principles of e-Learning (also known as Internet-based learning) can be

applied to many fields of our everyday life, creating efficient learning organizations,
ensuring them a long and prosperous existence.
1) e-Learning - Online Universities, Schools

High schools and Universities, having a mature audience, are institutions of
higher education that can perfectly take advantage of the concept of e-Learning through:
- asynchronous teaching, leaving the student decide the pace of learning
- student-centered teaching, giving higher control to students over the curriculum
- multimedia integration, putting technology to best serve tomorrow’s individuals
- online exams, preparatory tests and term papers, maximizing the efficiency of teaching
and examining resources
- online library, concentrating relevant knowledge in one place though linking it to world
wide web of resources
2) e-Training - Business, Organizations

The concept of E-Learning beside Universities has been embraced by a whole lot
of business organizations:
- operating in competitive businesses, trying to get an advantage over their competitors
- reducing their employee education budget (save travel and opportunity costs) while
- raising the efficiency of the courses by doing them on the location of every single
employee
- providing uniformity in education (the same curriculum, same trainer, same time, no
traveling)

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3) e-Coaching - Training Including Online Consultation
It would be great, if an organization could get a daily feedback from their sales
force or customer relation team, if they have the possibility to coach them in difficult
situations, All of them, at the same time, in different parts of their sales region.
That is exactly what e-Coaching is about, the combination of permanent consultation and
the cost and time saving concept of e-Learning.

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Basic Principles of e-Learning
e-Learning and e-Training concepts have taken over many elements from
traditional classroom-based teaching, as these principles have developed during many
centuries and are just a part of the picture people have about teaching and learning.
However the new environment created by the Internet, supported by innovative
technologies gave birth to new principles as well as improved traditional ones:
- asynchronous vs. synchronous learning, where students and trainees learn on their own
or in a supervised group;
- student or teacher centered learning, depending on whether the student or the teacher
stands in the leading position determining the pace of progress;
- individual or group centered learning, taken advantage of either the undivided attention
granted to one single student or of the benefits and influences of a group;
- informal communication, creating opportunities and “institutions” on the online
teaching platform for information exchange.
Features Unique to e-Learning

Like no other training form, e-Learning promises to provide a single experience
that accommodates the three distinct learning styles of auditory learners, visual learners,
and kinesthetic learners. Other unique opportunities created by the advent and
development of e-Learning are more efficient training of a globally dispersed audience;
and reduced publishing and distribution costs as Web-based training becomes a standard.
e-Learning also offers individualized instruction, which print media, cannot

provide, and instructor-led courses allow clumsily and at great cost. In conjunction with
assessing needs, e-Learning can target specific needs. And by using learning style tests,
e-Learning can locate and target individual learning preferences.
Additionally, synchronous e-Learning is self-paced. Advanced learners are

allowed to speed through or bypass instruction that is redundant while novices slow their

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own progress through content, eliminating frustration with themselves, their fellow
learners, and the course.
In these ways, e-Learning is inclusive of a maximum number of participants with

a maximum range of learning styles, preferences, and needs.
The most notable advantages of e-learning are flexibility, convenience and the
ability to work at your own pace. E-classes are asynchronous which allows learners to
participate and complete coursework in accordance with their daily commitments. This
makes an e-learning education a viable option for those that have other commitments
such as family or work.
Other advantages of e-learning include the ability to communicate with fellow
classmates from around the country, a greater adaptability to learner's needs, more variety
in learning experience with the use of multimedia and the non-verbal presentation of
teaching material. Video instruction provides visual and audio learning that can be
reviewed as often as needed. For organizations with distributed and constantly changing
learners (e.g. restaurant staff), e-learning has huge benefits when compared with
organizing classroom training.
Disadvantages of e-learning include the lack of face-to-face interaction with a
teacher. Critics of e-learning argue that the process is no longer "educational" in the
highest philosophical sense (for example, as defined by RS Peters, a philosopher of
education). Supporters of E-learning claim that this criticism is largely unfounded, as
human interactions can readily be encouraged through audio or video-based web-
conferencing programs, threaded discussion boards,of fact, many in K12 would support
e-learning if it was not associated with the more extreme versions that attempt to cut out
the directed teacher-student relationship.
The feeling of isolation experienced by distance learning students is also often
cited, although discussion forums and other computer-based communication can in fact
help ameliorate this and in particular can often encourage students to meet face-to-face
and form self-help groups. Discussion groups can also be formed on-line. Human
interaction, faculty-to-student as well as student-to-student, should be encouraged in any
form.

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Web and software development in particular can be expensive as can systems

specifically geared for e-learning. The development of adaptive materials is also much
more time-consuming than that of non-adaptive ones. Consequently, some of the cost is
often forwarded to the students as online college courses tend to cost more than
traditional courses. However, there are transportation cost (and time) benefits with not
having to commute to and from campus.

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The Learning organization

The old folk wisdom says that we all learn throughout our entire life. This has
become especially true in today’s highly competitive business and academic life. The
learning organization is the institutionalized form of life-long learning. This concept
- allows you to spread the information through the network
- reaches every single individual in your organization
- ensures continuous learning, hence a competitive advantage
- facilitates formal and informal communication in the organization
Collaborative Learning
All collaborative learning theory contends that human interaction is a vital
ingredient to learning. Consideration of this is particularly crucial when designing E-
Learning, realizing the potential for the medium to isolate learners. With well-delivered
synchronous distance education, and technology like message boards, chats, e-mail, and
teleconferencing, this potential drawback is reduced. However, e-Learning detractors still
argue that the magical classroom bond between teacher and student, and among the
students themselves, cannot be replicated through communications technology.
Collaborative learning is an umbrella term for a variety of approaches in
education that involve joint intellectual effort by students or students and teachers.
Collaborative learning refers to methodologies and environments in which learners
engage in a common task in which each individual depends on and is accountable to each
other. Groups of students work together in searching for understanding, meaning or
solutions or in creating an artifact of their learning such as a product. The approach is
closely related to cooperative learning. Collaborative learning activities can include
collaborative writing, group projects, and other activities. Collaborative learning has
taken on many forms. One form is Collaborative Networked Learning for the self-
directed adult learner. Youth directed collaboration, another form of self-directed
organizing and learning, relies on a novel, more radical concept of youth voice.
Computer-supported collaborative learning (CSCL) has emerged as a new
educational paradigm among researchers and practitioners in several fields, including

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cognitive sciences, sociology, computer engineering. It thus constitutes a new trans-

disciplinary field.
Computer-supported collaborative learning (CSCL) is a research topic on
supporting collaborative learning with the help of computers. It is related to Computer
Supported Cooperative Work (CSCW). CSCL cuts across research in psychology,
computer science, and education.
CSCL supports and facilitates group processes and group dynamics in ways that
are not achievable by face-to-face, but they are not designed to replace face-to-face
communication. This type of learning is typically tailored for use by multiple learners
working at the same workstation or across networked machines, working synchronously
or asynchronously. The purpose of CSCL is to scaffold or support students in learning
together effectively. This system can support communicating ideas and information,
accessing information and documents, and providing feedback on problem-solving
activities.
The most resilient features of the evolving field of CSCL include an emphasis on
collaborative aspects of learning as well as individual ones, an identification of social
interactions as an important element of knowledge construction, a focus on the learner(s)
and their activities, a shift towards technological environments that promote authentic
group learning, and finally, an increasing role for all technological artefacts that form a
global network. People promoting CSCL generally target the acquisition of higher-order
thinking skills, problem solving abilities, epistemic fluency and the collaborative
improvement of knowledge within a field of practice. This demands the analysis of
processes (rather than just products) within complex and authentic contexts.
CSCL is much more ambitious than previous approaches of ICT-support in
education. It is therefore more difficult to evaluate the effectiveness and efficiency of
CSCL activities. Nonetheless, all actors involved in ‘e-learning’, and more specifically in
CSCL processes, – from policy makers to everyday practitioners – need to have evidence
of whether, how and when expected improvements in learning take place. Significant
effort is required to provide systematic evaluation of innovative projects, the specific
experiences within an action/research framework, the new CSCL systems developed, and
so on.

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Growth of e-Learning
e-Learning is naturally suited to distance learning and flexible learning, but can
also be used in conjunction with face-to-face teaching, in which case the term Blended
learning is commonly used.
In higher education especially, the increasing tendency is to create a Virtual

Learning Environment (VLE) (which is sometimes combined with a Managed
Information System (MIS) to create a Managed Learning Environment) in which all
aspects of a course are handled through a consistent user interface standard throughout
the institution. A growing number of physical universities, as well as newer online-only
colleges, have begun to offer a select set of academic degree and certificate programs via
the Internet at a wide range of levels and in a wide range of disciplines. While some
programs require students to attend some campus classes or orientations, many are
delivered completely online. In addition, several universities offer online student support
services, such as online advising and registration, e-counselling, online textbook
purchase, student governments and student newspapers.
e-Learning can also refer to educational web sites such as those offering learning
scenarios, worksheets and interactive exercises for children. The term is also used
extensively in the business sector where it generally refers to cost-effective online
training.
Creating an Effective Online Learning Environment

An abundance of research has been done to determine the effectiveness of online
learning. In reading through the research you’ll find the conclusions from one researcher
to another to be ambiguous. Regardless of the research conclusions, there is agreement
that the crafting of an online course is important to student success
Key elements of an effective online course
1. As with any learning environment, know your audience. Respect your audience.
2. Develop the course around clearly defined learning objectives and goals, and
clearly communicate these to the learners.

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3. Special attention must be given to how online courses are displayed. Artistry is
not the goal. Instead, focus on organization to allow ease of navigation and
learning enhancement. Graphics should present information to support learning.
Attention must be given to student skill levels and equipment limitations when
embedding audio, video, and web links.
4. Create a collaborative community spirit by requiring sharing activities between
students and teachers, ensuring constructive criticism, maintaining motivation,
and providing assessment tools with timely feedback.
5. Keep the learning environment flexible. Individual needs, interests, and objectives
must be considered, but should not become the end in itself. Knowledge must be
built on in real-time and customized to meet educational goals.
6. Technical support services must be made available to train and provide ongoing
support for both learners and instructor.
7. Provide related links and resource listings to support and enhance the body of
knowledge.
8. On-line learning web pages must be maintained to ensure up-to-date relevance
Services
E-learning services have evolved since computers were first used in education. There is a
trend to move toward blended learning services, where computer-based activities are
integrated with practical or classroom-based situations.
Computer Based Learning

Computer Based Learning, sometimes abbreviated CBL, refers to the use of computers as
a key component of the educational environment. While this can refer to the use of
computers in a classroom, the term more broadly refers to a structured environment in
which computers are used for teaching purposes. The concept is generally seen as being
distinct from the use of computers in ways where learning is at least a peripheral element
of the experience (e.g. computer games and web browsing)

- 29 -
Computer Based Training
Computer-based training (CBT) services are where a student learns by executing

special training programs on a computer relating to their occupation. CBT is especially
effective for training people to use computer applications because the CBT program can
be integrated with the applications so that students can practice using the application as
they learn. Historically, CBTs growth has been hampered by the enormous resources
required: human resources to create a CBT program, and hardware resources needed to
run it. However, the increase in PC computing power, and especially the growing
prevalence of computers equipped with CD-ROMs, is making CBT a more viable option
for corporations and individuals alike. Many PC applications now come with some
modest form of CBT, often called a tutorial Web-based training (WBT) is a type of
training that is similar to CBT; however, it is delivered over the Internet using a web
browser. Web-based training frequently includes interactive methods, such as bulletin
boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT
is usually a self-paced learning medium, however some systems allow for online testing
and evaluation at specific times.
Reusability, Standards and learning Objects

Much effort has been put into the technical reuse of electronically-based teaching
materials and in particular creating or re-using Learning Objects. These are self contained
units that are properly tagged with keywords, or other metadata, and often stored in an
XML file format. Creating a course requires putting together a sequence of learning
objects. There are both proprietary and open, non-commercial and commercial, peer-
reviewed repositories of learning objects such as the Merlot repository.
A common standard format for e-learning content is SCORM whilst other
specifications allow for the transporting of "learning objects" (Schools Interoperability
Framework) or categorizing meta-data (LOM).
These standards themselves are early in the maturity process the oldest being 8
years old. They are also relatively vertical specific: SIF is primarily pK-12, LOM is
primarily Corp, Military and Higher Ed, and SCORM is primarily Military and Corp with

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some Higher Ed. PESC- the Post-Secondary Education Standards Council- is also making
headway in developing standards and learning objects for the Higher Ed space, while SIF
is beginning to seriously turn towards Instructional and Curriculum learning objects.
In the US pK12 space there are a host of content standards that are critical as well- the
NCES data standards are a prime example. Each state government's content standards and
achievement benchmarks are critical metadata for linking e-learning objects in that space.
Computer Aided Assessment and Learning Design

Computer-aided Assessment (also but less commonly referred to as E-
assessment), ranging from automated multiple-choice tests to more sophisticated systems
is becoming increasingly common. With some systems, feedback can be geared towards a
student's specific mistakes or the computer can navigate the student through a series of
questions adapting to what the student appears to have learned or not learned. Most
software for this is still very primitive however.
The term Learning Design has sometimes come to refer to the type of activity
enabled by software such as the open-source system LAMS which supports sequences of
activities that can be both adaptive and collaborative. The IMS Learning Design
specification is intended as a standard format for learning designs, and IMS LD Level A
is supported in LAMS V2.
The first general-purpose system for computer-assisted instruction from which e-
learning evolved, was the PLATO System developed at The University of Illinois at
Urbana-Champaign.The Plato system evolved with the involvement of Control Data who
created the first authoring software used to create learning content. The authoring
software was called Plato. The Science Research Council then wrote the first CAI system
of Math for K-6. Wicat Systems then created WISE as their authoring tool using Pascal
and developed English and Math curriculum for K-6. The very first complete CAI
classroom for K-6 students was set up at the Waterford Elementary School in Utah using
the Wicat system. The first public CAI classroom with its own layout and design was
implemented with the Wicat System by Baal Systems (later known as Virtual Systems) in
e-Learning Software Platforms

- 31 -
ATutor
Bodington
Angel
Blackboard
Knowledge Forum
Scholar360
ATutor is an Open Source Web-based Learning Content Management System

(LCMS) designed with accessible and adaptability in mind. It is a tool used to develop
and manage online courses, much like other Learning Management Systems (LMS), but
with the added ability to create, share, and manage learning content.
ANGEL Learning, Inc. develops and markets enterprise e-learning software

globally. Products include ANGEL Learning Management Suite and ANGEL ePortfolio.
ANGEL may be used to create a virtual learning environment (VLEs) for institutions ranging
from elementary schools and districts to higher education and corporate training centers.
The company subscribes to a philosophy of openness and community-based product
development.Headquartered in Indianapolis, Indiana, ANGEL Learning was founded in
July 2000. ANGEL Learning and ANGEL LMS evolved from research and teaching
experience at Indiana University-Purdue University Indianapolis. The initial research
system deployed in 1996 became Indiana University's OnCourse.
ANGEL LMS was created using the early system concepts and was made more
generally applicable and maintainable with a tailorable user interface, flexible backend
database integration, and a high performance, reliable component architecture.ANGEL
Learning has grown from a campus-based organization of university researchers and
instructors to an established global software provider with ties to the academic
community.

- 32 -
ANGEL Learning Management Suite (ANGEL LMS)

provides enterprise software capabilities for teaching and learning, K12 through
higher education and beyond. The suite includes a Learning Object Repository (LOR)
and ANGEL LIVE synchronous tools, open database schema and other features.ANGEL
Learning Management Suite received one of the 2006 Software & Information Industry
Association Codie awards for Best Postsecondary Course Management Solution.ANGEL
ePortfolioANGEL ePortfolio provides students with a digital destination for learning
objects and certified artifacts. Institutional assessment and reporting tools are provided
for accreditation management. Features include:Custom rubrics, system-wide reporting,
blogging, certified artifacts, LMS integration, published data base schema.
Fle3 is a Web-based learning environment or virtual learning environment. More

precisely Fle3 is server software for computer supported collaborative learning (CSCL).
Fle3 is designed to support learner and group centered work that concentrates on
creating and developing expressions of knowledge (i.e. knowledge artefacts). Fle3
supports study groups to implement knowledge building, creative problem solving and
scientific method in an inquiry learning process.
Fle3 user interface is translated to more than 20 languages including most of the
European languages and Chinese. Fle3 is used in more than 70 countries.

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Why use an e-Learning Program?
By diverging from the standard classroom methodologies, e-Learning is able to

capitalize on the growing worldwide desire for on-demand learning. People in different
physical locations, time zones and possibly even speakers of different languages can all
participate in the same e-Learning program. Successful e-Learning programs are able to
deliver consistent learning contents at a significant time and cost saving manner
comparing to the traditional approaches.
A well-designed e-Learning program will integrate various forms of media, such

as video and audio clips, PowerPoint presentations, Word or PDF documents in addition
to books and papers. The specific methods and content used in a given program will
depend on the nature of the training and the program goals of the trainers. As high-speed
network connections are becoming a standard around the world, the Internet and
corporate intranets are the most common tools for the delivery of E-Learning programs,
though CD or DVD-ROMs play a small role too.
What are some applications of e-Learning?

The potential applications of e-Learning programs are almost endless. Some of
the more common uses of e-Learning programs are:
Multi-National Corporations –
With bases in different geographical areas, simply by utilizing the Internet, these
geographical barriers become insignificant and centralized training programs can be
executed around the world. There are many companies who have tied up with educational
institutions and training institutes to impart training for their employees. This ensures a
constant learning organization and overall development of their manpower. Also HR
departments of such companies can then concentrate more on their core competencies
and other employee development activities.

- 34 -
Organization with ongoing Training Program –

e-Learning allows new learners to join the program at any time with no disruption
to instructors or other students. Instructors can update course material at any point to
keep current and up to date.
Distance Learning Programs –

For educational organizations wishing to expand distance-learning programs by
utilizing e-Learning, students who are unable to attend regular classes due to
geographical or temporal conflicts are now able to join the program. Several universities
such as the Indira Gandhi National Open University, the Symbiosis Institute of
Management etc have started with this method of imparting education to the masses. It
has helped many working professionals who are unable to attend the regular classroom
sessions.
Ongoing Training for Corporate Sales Staff –

As sales staff needs to have the newest and most up-to-date information, e-
Learning allows the manufacturers, distributors and retailers to educate sales staff without
having to make a trip for such a short training seminar. Videoconferencing &
teleconferencing have been the vital tools for online training and feedback between senior
and subordinate line staffs at various levels of the organization. The use of VSAT,
broadband connections and leased line internet connections have now removed the
geographical boundaries world over.

- 35 -
Concept advantages
Applying Internet technologies changes the entire concept of learning, reducing

lots of training and learning related costs. Some of the benefits by the use of this concept
are:
- it saves travel costs of the trainer and trainee
- it significantly reduces travel time
- it reduces stationery costs
- saving a great amount of opportunity costs
- while integrating lots of media used to teach and learn
- allowing for productive informal communication
Are there any drawbacks to e-Learning programs?

Unfortunately, simply implementing an e-Learning program does not mean that
you will instantly see increased productivity or cost savings. It takes time to develop and
implement a truly effective e-Learning program. In addition, to simply gathering
materials, you will also need to assess how your e-Learners want to and are best able to
learn. Some people are not well suited to independent, or computer-dependent learning.
Managing the content of an e-Learning program will take time and possibly a coordinated
team effort, especially in industries prone to rapid change. These are indeed challenges,
but they are not overwhelming and can be overcome.

- 36 -
Advantages of e-Learning to the Trainer or to the Organization

Some of the most outstanding advantages to the trainer or organization are:
• Reduced overall cost is the single most influential factor in adopting e-Learning.
The elimination of costs associated with instructor's salaries, meeting room rentals, and
student travel, lodging, and meals are directly quantifiable. The reduction of time spent
away from the job by employees may be the most positive offshoot.
• Learning times reduced, an average of 40 to 60 percent, as found by Brandon Hall
(Web-based Training Cookbook, 1997, p. 108).
• Increased retention and application to the job averages an increase of 25 percent
over traditional methods, according to an independent study by J.D. Fletcher (Multimedia
Review, Spring 1991, pp.33-42).
• Consistent delivery of content is possible with asynchronous, self-paced e-
Learning.
• Expert knowledge is communicated, but more importantly captured, with good e-
Learning and knowledge management systems.
• Proof of completion and certification, essential elements of training initiatives,
can be automated.
Advantages to the Learner

Along with the increased retention, reduced learning time, and other
aforementioned benefits to students, particular advantages of e-Learning include:
• On-demand availability enables students to complete training conveniently at off-
hours or from home.
• Self-pacing for slow or quick learners reduces stress and increases satisfaction.
• Interactivity engages users, pushing them rather than pulling them through
training.
• Confidence that refresher or quick reference materials are available reduces
burden of responsibility of mastery.

- 37 -
Disadvantages to the Trainer or Organization

e-Learning is not an end to every training need. It does have limitations, among them:
• Up-front investment required of an e-Learning solution is larger due to
development costs. Budgets and cash flows will need to be negotiated.
• Technology issues that play a factor include whether the existing technology
infrastructure can accomplish the training goals, whether additional tech expenditures can
be justified, and whether compatibility of all software and hardware can be achieved.
• Inappropriate content for e-Learning may exist according to some experts, though
are limited in number. Even the acquisition of skills that involve complex physical/motor
or emotional components (for example, juggling or mediation) can be augmented with e-
Learning.
• Cultural acceptance is an issue in organizations where student demographics and
psychographics may predispose them against using computers at all, let alone for e-
Learning.
Disadvantages to the Learner

The ways in which e-Learning may not excel over other training include:
• Technology issues of the learners are most commonly technophobia and
unavailability of required technologies.
• Portability of training has become a strength of e-Learning with the proliferation
of network linking points, notebook computers, PDAs, and mobile phones, but still does
not rival that of printed workbooks or reference material.
• Reduced social and cultural interaction can be a drawback. The impersonality,
suppression of communication mechanisms such as body language, and elimination of
peer-to-peer learning that are part of this potential disadvantage are lessening with
advances in communications technologies.

- 38 -
Benefits of E-Training
Benefits Description
Technology has revolutionized business; The need to transform how organizations
now it must revolutionize learning. learn points to a more modern, efficient,
and flexible alternative: e-Learning. The
mission of corporate e-Learning is to
supply the workforce with an up-to-date
and cost-effective program that yields
motivated, skilled, and loyal knowledge
workers.
Anywhere, anytime, anyone. We estimate that approximately 80% of the
professional workforce already uses
computers on the job. Technical obstacles,
such as access, standards, infrastructure,
and bandwidth, will not be an issue two
years from now. The growth of the World
Wide Web, high-capacity corporate
networks, and high-speed desktop
computers will make learning available to
people 24 hours a day, seven days a week
around the globe. This will enable
businesses to distribute training and critical
information to multiple locations easily and
conveniently. Employees can then access
training when it is convenient for them, at
home or in the office.
Substantial cost savings due to elimination The biggest benefit of e-Learning,
of travel expenses. however, is that it eliminates the expense
and inconvenience of getting the instructor
and students in the same place. Opting for

- 39 -
e-training also means that courses can be

pared into shorter sessions and spread out
over several days or weeks so that the
business would not lose an employee for
entire days at a time.
Just-in-time access to timely information. Web-based products allow instructors to
update lessons and materials across the
entire network instantly. This keeps content
fresh and consistent and gives students
immediate access to the most current data.
Information can be retrieved just before it
is required, rather than being learned once
in a classroom and subsequently forgotten.
Training Magazine reported that
technology-based training has proven to
have a 50–60% better consistency of
learning than traditional classroom learning
(c-learning).
Higher retention of content through Since they can customize the learning
personalized learning. material to their own needs, students have
more control over their learning process
and can better understand the material,
leading to a 60% faster learning curve,
compared to instructor-led training. The
delivery of content in smaller units, called
"chunks," contributes further to a more
lasting learning effect. Whereas the average
content retention rate for an instructor-led
class is only 58%, the more intensive e-
Learning experience enhances the retention
rate by 25 – 60%.

- 40 -
Improved collaboration and interactivity Teaching and communication techniques

among students.
which create an interactive online
environment include case studies, story-
telling, demonstrations, role-playing,
simulations, streamed videos, online
references, personalized coaching and
mentoring, discussion groups, project
teams, chat rooms, e-mail, bulletin boards,
tips, tutorials, FAQs, and wizards. Distance
education can be more stimulating and
encourage more critical reasoning than a
traditional large instructor-led class
because it allows the kind of interaction
that takes place most fully in small group
settings.
Online training is less intimidating than Students taking an online course enter a
instructor-led courses.
risk-free environment in which they can try
new things and make mistakes without
exposing themselves. This characteristic is
particularly valuable when trying to learn
soft skills, such as leadership and decision-
making. A good learning program shows
the consequences of students’ actions and
where/why they went wrong. This
eliminates the embarrassment of failure in
front of a group.

- 41 -
Additional benefits of E-Learning
Learner Controlled Technology has given the individual
greater authority over the learning
environment. Learning does not have to
occur in a classroom. It may occur at one's
own desk or the home.
Self-Paced An individual may proceed through a
course or program as the information is
fully comprehended. Students can convert
information to knowledge on their own
timetable.
Uniformity of Content The information delivered can be
consistent to all users, therefore reducing
the possibility for misinterpretations.
Customizable Content Information can be developed with
individual users in mind. Courses and
programs can be created to deal with each
individual's strengths and weaknesses.
Content Updated Quickly Product and procedural changes can be
updated and delivered in real-time. This
increases the rate at which knowledge is
acquired, which is especially important in
the corporate market.

- 42 -
Learning management benefits of E-Learning
Modularity of presentation The content’s architecture is modular,
which facilitates different construction of
learning events, both in design and length.
Manageable structure The electronic infrastructure supports
managed (and measurable) interaction
between advisors and learners.
Ability to measure the effectiveness of E-Learning software empowers
program
administrators to track performance and
measure ROI. In addition, monitoring
usage by learners is simpler; i.e., the
number of downloads per user can be
measured. This helps training managers
evaluate cost-effectiveness and provides
assistance with license negotiations based
on estimated usage.
Simpler data management The rapid rate with which new learning
products are introduced and older products
become obsolete create a challenge for
individuals charged with updating libraries.
However, if a single version of each
product is kept on a host, users get
instantaneous access to updated
components.
Greater storage capacity The Internet host has much greater capacity
than most physical locations or a user’s
hard drive. This allows learners access to
more products and lets the advisor mix and

- 43 -
match courseware activities to fit specific

needs. Learners can preview presentations
of different courses prior to selecting one,
or they can access a specific slide from
thousands.
Individual education programs (IEPs) can As students progress, information is
be generated from a combination of the delivered based on what they’ve learned
historical record of the students’ prior and how they’ve performed. For example, a
learning (from monitored usage) student would log onto the learning server
and a customized course would be
generated from the content database that
knows which courses the learner took, how
well she did, what her job description is,
what problem is most pressing. This
dimension serves to focus the curriculum
only on skill gaps, saving organizations
both time and money. A byproduct of IEPs,
in our view, is increased motivation from
the self-centered nature of the experience.

- 44 -
The ROI of E-Training
According to Training Magazine, corporations save between 50-70% when

replacing instructor-led training with electronic content delivery. Opting for e-Learning
also means that courses can be pared into shorter sessions and spread out over several
days or weeks so that the business would not lose an employee for entire days at a time.
Employees prefer learning this way. That's the message of a 2005 survey of 1,200
New Zealand and Australian companies by recruitment firm Chandler Macleod. General
manager John Harland says their survey also showed that offering comprehensive
education and training is fundamental to attracting and retaining employees, "and because
one of the main barriers to further study is time, we have seen a parallel increase in
demand for e-Learning."
Here are some bottom line savings:
• Motorola calculates that every $1 it spends on training translates to $30 in
productivity gains within three years.
• Cisco Systems saves at least $240 million annually from its education budget by
using e-training; executives figure that per student, the company saves $12,000 it would
have to spend to send each employee to four classes a year, with travel to half of the
courses -- and that number doesn't include lost-opportunity costs.
• Oracle estimates that e-Learning saves the firm $100 million a year.
• Barclays Bank saved an estimated $1.5 million by moving its leadership
development program online. Over 1,600 days of leadership training were delivered via
the Internet in 2004.
Do the Benefits Outweigh the Drawbacks?

The pro's and con's of e-Learning vary depending on program goals, target
audience and organizational infrastructure and culture. But it is unarguable that e-
Learning is rapidly growing as form of training delivery and most are finding that the
clear benefits to e-Learning will guarantee it a role in their overall learning strategy.

- 45 -
About the study
DEEOPL focuses on design and development of Embedded Systems for

applications including, but not limited to, Avionics, Surveillance, Law Enforcement,
Thermal Imaging and Automatic Test Equipment. This requires a group of highly
efficient engineers who has got expertise in the field of Electrical & Electronics
Engineering. They have, at present 65 engineers working for several projects.
As a part of their so called renovation process, they are planning to give training
for their employees, an on-the-job training on the recently restructured employment
policies. Thus the whole project is divided into two phases:
Phase-1 It concentrates on the feasibility study, which was conducted.

The methodology used- one to one Interview with all employees
Phase-2 It concentrates on the training effectiveness evaluation of the above

mentioned training.
The methodology used –An online test and feedback form.
The complete project was done in five different steps, which are as follows:
1) Setting a training goal
2) Learning objectives
3) Learning methods and activities
4) Documentation/Evidence of learning
5) Evaluation

- 46 -
The below given is a diagrammatic view of the whole project done for
DEEOPL
Training Learning
goal objectives
Evaluation Learning
methods /
activities
Documentati
on / evidence
of learning

- 47 -
The process in detail
PHASE-1
Training Goal
A training goal is a short, concise, general statement of the overall purpose of a
training program or activity.
In this context, the training goal is to make the employees, aware of the recently
restructured, employment policies.
Learning Objectives
Objectives are statements which describe what the learner is expected to achieve
as a result of instruction. Because they direct attention to the learner and the types of
behaviors they should exhibit, sometimes these statements are called “behavioral”
objectives.
Purposes of Objectives
– By knowing where you intend to go, you increase the chances of you and the learner
ending up there
– Guides the teacher relative to the planning of instruction, delivery of instruction and
evaluation of student achievement.
– Guides the learner; helps him/her focus and set priorities
– Allows for analysis in terms of the levels of teaching and learning
Robert Mager is the third titan of instructional design, and his 1962 book,
Preparing Objectives for Programmed Instruction, influenced school systems for decades
and continues to shape the vast majority of corporate training programs developed today.
Mager argued for the use of specific, measurable objectives that both guide designers
during courseware development and aid students in the learning process. These
instructional objectives, also known as "behavioral" and "performance" objectives, can be
applied directly in Gagne's second event of instruction, which is to inform learners of
objectives.

- 48 -
Mager's Theory of Behavioral Objectives
In the design of instructional materials, training needs are first analyzed and the
learning goals of the program are determined. Mager's central concept is that a learning
goal should be broken into a subset of smaller tasks or learning objectives. By his
definition, a behavioral objective should have three components:
1. Behavior. The behavior should be specific and observable.

2. Condition. The conditions under which the behavior is to be completed should be
stated, including what tools or assistance is to be provided.
3. Standard. The level of performance that is desirable should be stated, including
an acceptable range of answers that are allowable as correct.
Today, the performance objectives in most training programs ignore an indication

of the conditions and standards. When these are omitted, it is assumed that the conditions
involve normal workplace conditions, and standards are set at perfection. What is always
included, however, is the most important criteria for a valuable objective - a written
indication of the behavior using measurable or observable verbs.
According to Mager, vague verbs such as "understand," "know," or "learn about"

should be replaced with more specific verbs. The list that follows provides some of the
verbs appropriate for use with the statement "At the conclusion of this lesson you will be
able to:"
• list
• identify
• state
• describe
• define
• solve
• compare and contrast
• operate

- 49 -
The learning objective was set for DEEOPL, after conducting a one to one
interaction with all their employees. As mentioned in the early part of this report, they
have employees working for them at nine different levels. The interview was centered on
the following aspects:
1) Attitude of the employee

2) Clarity of thoughts
3) Communication/soft skills
4) Clarity about their individual duties and responsibilities
5) Clarity about their existing employment policies
6) Feel for a customized training program
7) Know how about an E-Training program
8) The extent to which they are comfortable with the concept of E-Training
The result of the interview was then documented so that the various issues the
training can come to picture and they can be discussed with the top management. The
decisions regarding the suitability of the program, whether some modifications need to be
inducted in the program could be decided by this sort of activity.
How effective the e-Learning program has been to the employees, ie the receivers
opinion, views and degree of learning from the program can also be determined by the
feedback. The employees
The hardware, technology, network, and the technical people need to be determined well
before the actual implementation of the program takes place. The IT infrastructure is to
be such that the network and technology reaches each and every employee.
DEEOPL’s IT infrastructure also support the concept in a way that it connects all the
employees and their respective department through intranet. Thus from the organizations
point of view, e-Training program is totally feasible.

- 50 -
The results of interaction with the employees
Fully
Aware
(15% )
Somewhat aware
(25%)
Less aware of the employment policy

(60% of the employees are in this category)
As stated earlier an interview was conducted for every employee for assessing the
training need and to fix the best training method to be adopted. The above given
pictorial representation conveys the idea that 60% of their employees are less aware
of employment policies. At the same time 10% (middle and top management
people), of them seem to be fully aware of the employment policies. The rest of the
employees seem to be somewhat aware of the employment policies though they don’t
have the exact idea of the policies. It is clear from the study that, training on

- 51 -
employment policies is quite essential for DEEOPL employees. Thus it was decided
to give them training on the same.
Also the respondents conveyed the message that they are extremely comfortable with
the concept of e-Training and also agreed the fact that it would be faster and easier for
them to comprehend the whole learning process.
The response from the employees could be diagrammatically represented as follows:
Employee Response to the concept of e-Training
strongly agree
agree
neutral
disagree
strongly disagree
Of all the employees, seventy-five percent of them strongly agree to the concept of
introducing e-training in the organization, fifteen percent of them agree to the
concept, and only five percentage of them took a neutral stand. Only a handful of
people, that is five percent denied the concept.

- 52 -
Learning methods and objectives
Knowledge Skills Attitude

a) Knowledge of a) Ability to use a) Willingness to try
various learning several different new things and take
methods learning methods risks
b)Understanding of b) Ability to select b) Step out of

learning styles appropriate method comfort
Knowledge, Skills, to meet stated zone, learn from
and Attitudes behavioral Mistakes
needed to match objectives
learning methods
to the learning c)Understanding of c) Ability to c) Commitment to
objective and how to match adequately meet
appropriate learning methods to introduce and direct the learning style
audience objectives and group activities needs of every
audience based on learning participant
activities for
different
participants’
backgrounds
This is the design phase (which is usually closely integrated with the development
phase), trainers work from learning goals to Design a training system that learners and
trainers can implement to meet the learning goals. This phase also typically includes
identifying learning objectives (which culminate in reaching the learning goals), needed
facilities, necessary funding, course content, lessons and the sequence of lessons. The
various training media are selected, e.g., instructor-led, computer-based, World Wide

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Web-based, self-directed, interactive and computer-based, or multi-media. Course

content is often piloted during the development phase, or initially tested, to ensure the
content is understandable. Therefore, this design phase can also include identifying
evaluation criteria to evaluate if course content is understandable by learners.

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The Learning method

The learning method adopted in this case was E-Training as it is the most cost
effective and less time consuming method. As it is all their employees were provided a
computer, which were all interconnected with help of intranet. Thus it became a very
feasible solution for the company authority to implement an E-training on the
employment policies.
Computer-based training (CBT) services are where a student learns by executing
special training programs on a computer relating to their occupation. CBT is especially
effective for training people to use computer applications because the CBT program can
be integrated with the applications so that students can practice using the application as
they learn. Historically, CBTs growth has been hampered by the enormous resources
required: human resources to create a CBT program, and hardware resources needed to
run it. However, the increase in PC computing power, and especially the growing
prevalence of computers equipped with CD-ROMs, is making CBT a more viable option
for corporations and individuals alike. Many PC applications now come with some
modest form of CBT, often called a tutorial Web-based training (WBT) is a type of
training that is similar to CBT; however, it is delivered over the Internet using a web
browser. Web-based training frequently includes interactive methods, such as bulletin
boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT
is usually a self-paced learning medium, however some systems allow for online testing
and evaluation at specific times.
Much effort has been put into the technical reuse of electronically-based
teaching materials and in particular creating or re-using Learning Objects. These are self
contained units that are properly tagged with keywords, or other metadata, and often
stored in an XML file format. Creating a course requires putting together a sequence of
learning objects. There are both proprietary and open, non-commercial and commercial,
peer-reviewed repositories of learning objects such as the Merlot repository.
A common standard format for e-learning content is SCORM whilst other
specifications allow for the transporting of "learning objects" (Schools Interoperability
Framework) or categorizing meta-data (LOM).

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PHASE-2
As mentioned in the first phase, DEEOPL implemented the e-Training program

on employment policies. The employees were given one-week time to learn all the
policies. In order to find out how effective the learning procedure was, an online test was
conducted. The objective behind this was to find out how effective the electronic mode
of learning was and whether it could be a mode that could be implemented in the
organization.
Documentation/Evidence of learning
An online test for the program was conducted, to ensure that the employees are
fully aware of the employment policies. The test results proved that the program was
successful in every regard. Hence, the pioneering step in the formal training programs
proved its effectiveness.
Evaluation
A feedback form was circulated among the employees, soon after the online test.
The result is as follows:
Effectiveness Evaluation of the e-Training
100%
80%
Percentage
yes
60%
no
40%
neutral
20%
0%
Ueser Effectiveness Domain Time Saving
Friendly Specific
Parameters

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Conclusion
The e-training is a form of networked-computer based training that is especially
effective for training people by the use computer applications. The CBT program can be
integrated with the intranet applications so that employees can effectively make use of
the system. The facilitator can remain at a remote end and impart the knowledge to the
class of trainees.
From the study on e-Learning concept at Deepti electronics, it was found that
though it is a new concept in such kind of organization, its acceptability among the
employees has been very high and thereby its implementation would be easy. Usually,
inducting such kind of programs in organizations are faced with much resistance to
change. But Deepti has been technologically developed and its technically skilled
manpower has enough know how about e-Training concepts and facilities, which
ultimately contributed to the success of this program.
Suggestions
e-Training program on employment policies was a pioneering step by DEEOPL in their

formal training program. Since the program proved its success, the company should
concentrate on:
1) More e-training modules on management aspects
2) Project based e-Training
3) On-line feedback collection from employees, periodically
4) On-line suggestion schemes etc.

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Bibliography
Books
Organizational Behavior, S P Robbins
Training in Organizations, Goldstein
Bringing New Technology to market, Kathieen.R.Allen
Training course in Technology, UNIDO- Report
Building a Learning Organization, P.N Rastogi
Leading with Knowledge, Madan Mohan Rao
Corporate creativity, Pradip.N Khandawala
Websites
www.wikipedia.com
www.google.com
www.citehr.com
www.deeopl.com

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Annexure I
Feedback form
Designation__________________________ Department_______________________
1) Do you find the e-Training course helpful?

Yes
Helpful to some extent
Helpful to a little extent
No
2) Is the e-Training course user friendly; is it clear and easy to use?

Yes
Relatively easy to navigate and use
No
3) Do you consider that all-important aspects of subject are covered?

Yes
No
I am not qualified to answer this question
4) In your opinion, which all areas could be covered in e-Training
No Statements Yes No Not Sure

a) Develop the potential of learners
b) Develop the skills and repertoire of
teachers/practitioners
c) Raise standards/ Promote quality
d) Promote and support innovation
e) Make more effective use of time
f) Explore the technical capabilities of the company
g) Contribute to research and development agenda
5) What do you think is the most significant potential benefit of e- learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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6) When considering a particular e-Learning technology or activity, with a particular

group of learners, what issues do you think should be taken into account?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7) Missed important aspects:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8) Other comments and suggestions:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Thank You

- 60 -

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An e-Training program for Deepti Electronics & Electro-Optics Pvt Ltd

An e-Training program for

Masters of Business Administration

Under the guidance of

M.P. Birla Institute of Management,

MP Birla Institute of Management

I like to express my sincere thanks to Mr. M.R Sheshadri, MD, DEEOPL

I am grateful to Mr. K.R Laxamana Moorthy, VP, DEEOPL for his

I would like to extend my sincere gratitude to Prof. Jai Raj Nair, my

I would be failing in my duty, if I do not extend my sincere gratitude

MP Birla Institute of Management

MP Birla Institute of Management

This is to certify that the project report entitled “An e-training

Place: Bangalore Prof. Jai Raj Nair

MP Birla Institute of Management

This is to certify the project report entitled “An e-training

Place: Bangalore Principal

MP Birla Institute of Management

MP Birla Institute of Management

The E-Training system is an effective tool for Organizations / Institutes who

MP Birla Institute of Management

Technical advancement in India is at its peak. To attain technological competence

MP Birla Institute of Management

frameworks or schemes; for example, the Multiple Intelligence Theory proposed by

MP Birla Institute of Management

Strengthening the Technology Base

MP Birla Institute of Management

About the company

It focuses on design and development of Embedded Systems for applications

MP Birla Institute of Management

Statement of the problem

It has 65 well-qualified engineers – Software Engineers, Hardware and Board

So DEEOPL is now trying to develop two types training programs.

MP Birla Institute of Management

Organization Structure of DEEOPL

Director Director Director

Project Manager Finance Officer

Project Lead Admin Officer

Cognition and learning

Cognition and learning is about the mechanisms by which people process

Electronic Performance Support Systems (EPSS)

MP Birla Institute of Management

MP Birla Institute of Management

Introduction to the concept of E-Training

The E-Training system is an effective tool for Organizations / Institutes who

The major features of the E-Training System include:

As any capable manager knows, teaching employees new skills is critical to a

MP Birla Institute of Management

However, nobody said this technology would be cheap. E-training service

Add to that cost the necessary investments in network bandwidth to deliver

MP Birla Institute of Management

A brief history of E-Learning

As of right now, about 40% of all e-Training is still CD-ROM-based, but an

MP Birla Institute of Management

MP Birla Institute of Management

Learning Content Management Systems (LCMS) on the other hand, provide a

MP Birla Institute of Management

The principles of e-Learning (also known as Internet-based learning) can be

1) e-Learning - Online Universities, Schools

2) e-Training - Business, Organizations

MP Birla Institute of Management

3) e-Coaching - Training Including Online Consultation