2011 aLearning Association Survey Results Summary — Part 2
Posted by Ellen on October 12, 2011
Last post we looked at the general profiles of respondents to the recent aLearning Association survey and some of the outliers we noticed in the data. We also summarized the educational staffing and general budget information.
In this post we’ll take a look at how respondents are spending their money. As has been the case throughout, you’ll notice what we did: use of online and social learning is uneven. Some organizations are neck-deep while others are not involved at all. The survey didn’t explore reasons, but differences in how education supports each organization’s strategy probably account for most of the cases.
Remember, we asked that the size of the organization be identified by the number of individuals served in the membership, even if the organization is a trade association with institutional members.
The pattern is easy to spot (click the table to see it larger):
The larger the organization, the more likely it is to be involved in synchronous and asynchronous learning. Remember that these include Webinars and Webinar recordings (though we asked respondents to differentiate by a sub-question, many didn’t make this distinction — so it’s entirely possible that the only way synchronous elearning is being delivered is via Webinar and that most asynchronous elearning consists of recorded Webinars.
Of course what’s most interesting is the uneven implementation of blended options. First it should be noted that although none of our respondents in the 501-1000 category uses blended learning, we can’t conclude that no organization of this size uses it, or that half of our respondents in the 1001-3000 category report using blended learning that half of all organizations of this size use it. (As much as we hoped to have adequate responses for true benchmarking, we didn’t…. To everyone’s disappointment, I’m sure.)
The uneven implementation of blended learning has (we believe) everything to do with the various types of “blend” that are going on. Here are various ways some of the respondents described their use of blended instructional modes:
- Online forum discussions before & after face-to-face events
- Webinars with structured face-to-face activities
- Face-to-face programs with follow-up Webinars
- Recordings from face-to-face programs made available online
- Live sessions from the annual conference streamed online
- Incorporating Webinars, online workspace and conference calls into a year-long training program
So what does all of that say about using social learning across associations? Our next post covers what the survey revealed about that.
This entry was posted on October 12, 2011 at 12:45 am and is filed under aLearning Strategies, aLearning Surveys, aLearning Trends, Asynchronous Learning Types, Justifying aLearning, Webinars. Tagged: aLearning, asynchronous learning, benchmarking, online learning, research, surveys, synchronous, Webinars. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.