Designing Online Training Around Learner Needs

Effective online training engages learners, leads them through a series of steps to expand their knowledge, and helps them to achieve learning goals and objectives. QIP works with practitioners in federal, state, and local education agencies to develop online training on education data topics spanning data collection, management, use, sharing, privacy, and security. 

When developing an online training, it is critical to consider the needs of the audience, the scope of the project, and the resources and time available for development, testing, and launch.

Below are several considerations that can help course developers choose the most appropriate format for an online training:

Learner Needs

When developing an online training, start by investigating learner needs. Training needs often focus on knowledge (what learners need to know) or skills and actions (what learners need to be able to do). But learner needs can also include practical considerations, such as how much time they have or how easily they can access information.

In our work with the National Forum on Education Statistics (the Forum), we listened for needs from our interactions with practitioners. This allowed us to look beyond what practitioners needed to know or do and identify common challenges and barriers that training could help address.

When addressing learner needs, the online training can also benefit the trainers. For example, if staff rely on a single data steward to provide introductory data quality training, an online course could give learners more flexible access to the material while reducing the training burden on the data steward.

Available Resources

Consider what existing resources can support the training and what materials will need to be developed from scratch. The learning objectives can help determine which resources—and which training format—are most appropriate.

• Does the training rely on a subject matter expert’s individual knowledge? If so, a lecture series might be appropriate. 
• Does the training rely on a document or body of work? If so, a curated list of readings might be appropriate.
• Does the training require extensive practice? If so, an interactive online course might be appropriate. 

Training Development and Delivery Timeframe

How much time is needed and available to create and deliver the training? For time-sensitive training, getting useful information to learners quickly may be more important than developing a highly polished, field-tested course. 

For example, a learner who needs to upskill quickly might be best served by coaching, a curated list of reading materials or videos, or another type of learning experience that can be quickly built and delivered. However, a learner who has ample time might be best served by a series of online training modules that incorporate activities and opportunities for practice. 

It’s also important to understand the time required to effectively teach and learn the content. For example, can learners master the content through a one-hour online course, or do they need a series of courses? How much time do users have to complete training?  For courses that track performance metrics or offer certifications, it’s important to consider the time needed to validate that the lessons and assessments align with the course objectives. 

Expected Uptake 

How many learners is the course expected to reach? A course designed for a very small audience might not merit an expensive design and development process. For example, QIP supported the Forum’s new member training development. Approximately 25 new members were appointed each year and training was encouraged but not required. Because of the small number of anticipated participants, the Forum elected to develop a website-based training that relied on existing materials rather than a more involved online course. 

Compliance and Requirements

The format of a training may differ based on whether it is required or optional. Required training must often be developed in a way that documents completion (such as a certificate) and demonstrates understanding of key concepts (such as an assessment). These requirements can help to determine the format of the online training. 

The Forum developed an online data ethics training that offered an optional certificate that verified learners had passed a test and therefore demonstrated their understanding of the concepts. Because of this certificate, agencies were able to incorporate the training into new staff onboarding. 

Effective online training starts with choosing the right approach for the audience, content, resources, timeframe, and intended reach. By considering these factors early in the development process, course developers can create learning experiences that are practical to build, engaging for learners, and aligned with the goals of the training.