Boehle, Sarah. (2006). Putting the 'learning' back in e-learning. Training, 43(1), 29-33. Retrieved April 16, 2007 from ProQuest Database.

Summary
This article outlines the frustration that many in the e-learning community feel about the lack of quality in the learning tools that are being created and used. Some claim that the expectations held in the early 2000's for the evolution of e-learning have not come to pass. Learning tools have simply improved visually and become more entertaining, but have not improved the actual learning experience. The article describes two main problems with current e-learning design. First, it focuses on content rather than the learning experience. Rather than pinpointing what successful behaviors designers want students to take away from their programs and working backward from there, they focus on how to explain the content and present it in a far too linear manner. Instead, experts believe that training should reflect unpredictable real work experience rather than simply organized content to be learned. The second problem, which is clearly connected to the first, is e-learning's focus on knowledge retention instead of "skill transference." If trainers' goals for students include application of skills to a job or task, focusing on simple information recall (specifically as measured through post-tests) will do them no good. Instead, students need extensive, varied opportunities to practice real-world skills. The last suggestion in the article is to integrate storytelling into e-learning as a way to help students connect to material by "living" an experience through a story.

Response
I kept wishing throughout the article that the author would give some examples of exactly what she meant by "e-learning." I had a hard time imagining exactly what types of tools she was referring to. However, that aside, I think that the problems outlined in the article are typical of learning in general, not just e-learning. The over-focus on learning content and retaining basic knowledge is present in in-person learning as well. I can see how these issues would become even more prevalent when learning is taking place online, as students are not interacting face-to-face, but rather interacting via technology. It makes sense that "real-world" practice is more challenging to simulate on the computer. But I agree that it's necessary--if trainers/teachers want to prepare students for actual work or life experiences, the key would obviously be practice, not just testing over content. I've seen this use of technology--online post-testing instead of on-paper post-testing--and wondered, does the fact that the test is electronic somehow make it more progressive? Not so much. At first, I was a little confused by the shift to discussing 'storytelling' at the end of the article, but the more I think about it, I guess that could be one avenue to simulating practice when learning is taking place through technology rather than in a physical classroom. Maybe that could be a starting point in moving toward e-learning that truly prepares students what they'll be doing, rather than just pushing memorization or shallow learning.