Technology Enhanced Learning


1. Corporations now report that eLearning is the second most valuable training method used. eLearning saves businesses at least 50% when they replace traditional instructor-based training with e-Learning. Not to mention eLearning cuts down instruction time by up to 60%

2. Today, approximately 4.6 out of every 10 college students have taken at least one course online. By 2019, roughly half of all college classes will be eLearning-based

3. eLearning is Eco-friendly. Recent studies conducted by Britain's Open University have found that eLearning consumes 90% less energy than traditional courses. The amount of CO2 emissions (per student) is also reduced by up to 85%

4. Over 41.7% percent of global Fortune 500 companies now use some form of educational technology to instruct employees during formal learning hours

5. The world's most rapidly growing eLearning markets are Malaysia and Vietnam. In fact, the estimated 5-year annual growth rate for the Asian eLearning market is 17.3%. Here are a few more key e-Learning stats for other parts of the world:

  • Self-paced e-Learning's growth rate in the Middle East is 8.2%, and its revenues are expected to reach $560.7 million by 2016.
  • The self-paced e-Learning market growth rate in Western Europe is 5.8%, and it’s estimated that their revenues will be at $8.1 billion by 2015.
  • Africa's compound annual growth rate for self-paced e-Learning is 15.4%, and their revenues are expected to reach $512.8 million by the year 2016.
  • 6. According to a report released by IBM, companies who utilize eLearning tools and strategies have the potential to boost productivity by up to 50%. For every $1 that company spends, it's estimated that they can receive $30 worth of productivity;

7. According to a recent study conducted by The Research Institute of America, eLearning has the power to increase information retention rates by up to 60%.

8. It's been estimated that nearly 25% of all employees leave their job because there aren't enough training or learning opportunities. On the other hand, companies who offer eLearning and on-the-job training generate about 26% more revenue per employee;

9. 72% of companies who were included in a recent survey stated that eLearning helps them keep up-to-date with changes in their industry, which in turn helps them remain competitive within their niche.



  • Class work can be scheduled around work and family
  • Reduces travel time and travel costs for off-campus students
  • Students may have the option to select learning materials that meet their level of knowledge and interest
  • Students can study anywhere they have access to a computer and Internet connection
  • Self-paced learning modules allow students to work at their own pace
  • Flexibility to join discussions in the flipped classroom at any hour, or visit with classmates and instructors remotely in eCampus
  • Instructors and students both report eLearning fosters more interaction among students and instructors than in large lecture courses
  • eLearning can accommodate different learning styles and facilitate learning through a variety of activities
  • Develops knowledge of the Internet and computers skills that will help learners throughout their lives and careers
  • Successfully completing online or computer-based courses builds self-knowledge and self-confidence and encourages students to take responsibility for their learning
  • Learners can test out of or skim over materials already mastered and concentrate efforts in mastering areas containing new information and/or skills
  • Learners can follow pre-recorded courses with subtitles



There are some key data for your e-learning business case.

Cost Effective

There appears to be little argument that e-learning can be more cost effective to deliver than classroom based training, especially for larger organizations. There are a great many case studies including:

Dow Chemical who reduced average spending of $95 per learner / per course on classroom training, to only $11 per learner / per course with electronic delivery, giving rise to an annual saving of $34 million (Shepherd, 2002).

Ernst & Young who cut training costs 35 percent while improving consistency and scalability. They condensed about 2,900 hours of classroom training into 700 hours of web-based learning, 200 hours of distance learning and 500 hours of classroom instruction, a cut of 52 percent. (Hall, 2000).

In addition to lower delivery costs there is a strong argument that e-learning is more cost-effective because there is a reduction in training time known as learning compression. This is because the single largest cost of training in organisations is the cost of staff attending the training course, rather than the direct delivery costs in terms of trainers, course materials, travel and accommodation. E-learning can deliver benefits by reducing the time it takes to train people because:

  • Learners can go at their own pace, not at the pace of the slowest member of a group
  • Time in classrooms can be spent on questions / topics introduced by other delegates that are irrelevant to the needs of the individual learner
  • There is less social interaction time
  • It takes less time to start and wind up a learning session
  • There is less travel time to and from a training event
  • Learners learn what they need to learn, they can skip elements of a program they don’t need
  • According to Brandon Hall (2001), these factors can add up to an average compression (saving of learning time) of 35-45 percent when a course is taken out of the classroom and delivered as e-learning.

Rosenberg (2001), argues e-learning ‘can take anywhere from 25 to 60 percent less time to convey the same amount of instruction or information as in a classroom.’


At a time when change is faster than ever, a key advantage of e-learning is that it has faster delivery cycle times than traditional classroom-based instruction. There is a practical limitation on how fast learning can be rolled out with classroom-based instruction, as the capacity to deliver learning is limited by the number of available classrooms and trainers.

British Telecom delivered e-business training to 23,000 employees in three months, at a cost of £5.9m, compared to £17.8 million and a five-year time span for classroom training (Taylor, 2002).


A nine-year survey of the research literature in training published by Fletcher and Tobias in ‘Training and Retraining’, commissioned by the American Psychological Society, and published in 2000, concluded that:

‘Learners learn more using computer-based instruction than they do with conventional ways of teaching, as measured by higher post-treatment test scores.’

Specific studies from Fletcher (1999), Kulik (1994), Willett, Yamashita & Anderson (1983) all confirm that learners learn more using computer-based instruction than they do through traditional classroom methods.

Brandon Hall (2001) notes that the learning most suited to e-learning conversion includes information and knowledge, and processes and procedures. This report noted that learning gains have been found in:

  • learners’ attitudes toward the e-learning format and training in general
  • learners’ scores on tests, certifications or other evaluations
  • the number of learners who achieve ‘mastery’ level and / or ‘pass’ exams
  • learners’ ability to apply new knowledge or processes on the job
  • long-term retention of information