eLearning Reaches New Buyers in a $10 Billion Industry

A recent article at Tekrati reports:

The market for Self-paced eLearning products and services in the U.S. across all
the buying segments topped $10 billion in 2006, according to Ambient Insight.
"The current U.S. eLearning market is in a period of rapid transformation with
new business models being tried, new low-cost variations of traditional products
appearing, new suppliers entering the market, and new buyers adopting the
products," said Sam Adkins, Chief Research Officer at Ambient Insight

Currently, there are literally hundreds of eLearning providers on the market. Many of these are in-house applications from corporations like IBM and HP and even more prevalant are the traditional CBT (Computer Based Training) models such as Blackboard.

However, according to the article, "..inexpensive hosted services are driving prices down very fast. This is great news for customers," as products like the SimplyDigi University will deliver better and more reliable eLearning models to industry.

This is particularly good news for the small business and non-profit markets as, "It is a new industry and the old rules do not apply. The market now favors innovative disruptor suppliers that are skilled at meeting the needs of the new buyers. Suppliers that know the answer to the question, 'who is the new buyer?", according to Adkins.

EU Reports eLearning Benefits

eUser, a Europe-wide survey of citizen needs and preferences related to lifelong learning and eLearning, funded by the EU, finds that two in three persons who have done an eLearning course are satisfied with the experience. Early efforts by the eLearning industry, as well as by incumbent players on the market for adult education, have led to much progress in recent years. Nevertheless, a considerable proportion of persons who show active interest in eLearning courses experience significant obstacles. These include locating suitable online offers in the first place, developing trust in the effectiveness of eLearning courses, dealing with high course prices and with insufficiencies of own computer equipment. To remedy this situation, European governments should intervene on both the supply side (improving market transparency and transferability of certificates) and the user side (developing digital literacy and self-management skills).

Most adult learners (54%) already make use of the Internet as it increases flexibility about when, where and how to learn. What is more, 8% of adult learners already make use of online eLearning courses, according to the eUser survey. For the near future, the evidence from eUser suggests that eLearning will increase participation among those who have a basic willingness to engage in learning activities but rarely do so today because of time and distance related constraints. At the same time as eLearning supply is becoming more and more attractive, the learning oriented group – which comprises 28% of all adults – will increase their engagement in lifelong learning.

The majority of non-learners (people who currently are not engaged in adult education of any type), however, do not show any interest in lifelong learning – regardless of whether this takes place online or in traditional ways. This group comprises more than one in three adult persons (36%). Closer analysis reveals that low expectations about measurable benefits to be gained from learning, and low confidence in own learning skills are key factors explaining lack of interest.

In addition, lifelong learning activities have to compete with other leisure time pursuits for people’s time, effort and money. In the absence of a widespread sense of need and urgency in most EU countries, adult education continues to appeal mainly to those who are already endowed with high levels of skills – but far less to those who are in most need of skills upgrading and updating. European education systems need to step up their efforts to develop services targeted at hard-to-reach groups. If eLearning is to contribute towards the EU policy goal of universal participation in lifelong learning, it will need to be embedded in a wider lifelong learning strategy. This needs to take in all possible delivery channels and methods of learning, and must receive strong support from all levels of policy.

Policy recommendations to the EU and Member States include: (1) Increase transparency on the eLearning market through implementation of an integrated system of portals at regional, national and European level; (2) Develop awareness raising initiatives which let people try out eLearning in real-world settings; (3) Create innovative ICT-enriched ways of providing skills which avoid resemblance to traditional types of teaching/learning; (4) Raise awareness of the benefits of lifelong learning for everybody, and the opportunities which exist; (5) Develop a concerted effort (involving all key stakeholders) to communicate the benefits and feasibility of lifelong learning to older Europeans.

"The eUser project represents the first coherent effort to address the needs of the whole population in relation to online public services of public interest. While some countries, like Denmark and the United Kingdom, have a leading edge, European leaders have not done enough to tailor services to the users. Users will demand far more in the future, and there is room for improvement", says eUser Project Manager Werner B. Korte, Empirica.

The EU-funded eUser project’s research includes a representative population survey and assessments of the supply side of online services of public interest in all 25 EU Member States. The eUser survey has data from 10 European countries on access, usage patterns and attitudes towards public services provided via the Internet. Concise country briefs for each of the EU25 countries include information on: (a) the state-of-the-art in eGovernment, eHealth and eLearning; (b) the supply and demand of public online services, and (c) public sector's readiness to provide user-oriented online services. The country briefs are based on desk research, interviews with experts and stakeholders, as well as on secondary data from Eurostat and other Commission Services. The project also has analysed 21 good practice cases in eGovernment, eHealth and eLearning from the EU Member States. One promising example in the area of eLearning is Germany’s “Portal Zweite Chance Online” which includes www.ich-will-schreiben-lernen.de/ . The online service has attracted much interest among its target group of functional illiterates, which demonstrates the potential of eLearning as a tool in social inclusion policies.

eUser is a resource to Member States, especially to those responsible for online public services offerings. eUser’s easy-to-use user-orientation inspection tool for online service provision quality has already been piloted on 10 eServices across Europe. Factors like visibility, findability, perceived usefulness, and quality of the interaction are among the most important. Evaluators using this tool would assess online services starting from the basic notion that there are different types of users: (1) first-time and novice users, (2) moderately experienced users, and (3) expert users.

The freely available eUser Online Knowledge Base is found on www.euser-eu.org , together with additional statistics and publications, fully searchable. It is expected to become a key European resource for years to come and will be a reference model to improve the delivery, design and user experience of online public services.

Source: eGov monitor

Lifelong eLearning

Anyone who wants to add value to their business cannot afford to neglect their investment in human capital. Increasingly, companies are using new technology to deliver training to their staff, both to refresh their existing skills and develop new ones.

Shameema Parveen, knowledge officer, Edutech, says that businesses are starting to realise the added benefits they can receive when they deliver their training through eLearning. "Companies now want to be able to manage their learning and link it to performance management and the talent management of the company itself, so they're not just providing learning for the current need but they're building their workforce for their business needs of tomorrow," she says.

"They're providing them with those skills and the competence that they require so that the business can be successful three or four years from now, not just providing them with the top courses that meet the needs of today."

Parveen also points out that eLearning need not be the solitary activity some perceive it to be. "When eLearning first started it was said that you can save on travel costs and on lodging costs," she says.

"That's why content was provided online, just as static content, you can go in and browse and learn by yourself. But using that same concept, you can have something like live eLearning where a trainer is situated in one country and the learner is situated in another part of the world, and they can come together at one particular time online to collaborate and learn with each other.

"So learning from a static eLearning programme is just one thing. You cannot interact enough with it. You need to have the additional support of a trainer to respond to those interactions, if you have questions, or want to be able to provide a comment or provide an input to someone else's question. That is how we really learn."

The collaboration aspect is also useful when many users need to learn the same thing at the same time. "These tools have actually expanded that capability from just chatting to include other capabilities like application sharing," says Parveen.

"Let's say a company wants to roll out a new application and they want to be able to train all of these people at the same time. They can share that application, so a learner in Saudi Arabia, for example, can take control of an application that is being run from a PC in Dubai, and learn with it, and be able to ask questions and interact." Countries where voice over IP is in use can also utilise it as a means for users to interact.

. . .

Full Article by Daniel Stanton Published at ITP.net

Putting the cyber into eLearning

Matthew Bisanz never set foot on the UI campus when he was taking Spanish III during the summer of 2005.

A senior at Hofstra University on Long Island, N.Y., he took the course through the [ eLearning ] independent-study program, which was developed to allow students to take classes without physically being on the university grounds.

"I thought it would be a convenient way to complete credits," Bisanz said. "You take the class, but you can take it whenever and wherever."

Online learning is a rising trend among universities nationwide. Roughly 63 percent of schools with traditional undergraduate courses also offer online versions, while 65 percent are doing the same for graduate courses, according to the Sloan Consortium's 2005 report on the condition of online education.

The UI also offers other online options to help students complete credits and earn degrees, ranging from basic introductory courses, such as Online at Iowa, to a Bachelor of Liberal Studies degree.

"Distance education increases enrollment for the university without decreasing on-campus activity," said Anne Zalenski, the UI associate director of credit programs.

Some universities have established [ eLearning ] communities. Pennsylvania State University's World Campus features 359 courses and both graduate and undergraduate degrees and certificates.

Meanwhile, Harvard University's Extension School offers degree programs as well as online versions of classroom courses, and the University of Illinois-Urbana/Champaign recently announced plans to launch a Global Campus, which will start offering comprehensive online courses in February 2008.

Despite the popularity of the courses, critics say online courses lack the effectiveness of classroom courses. But online instructor Rebecca Bohde, a program associate in the UI Language Media Center, disagrees.

"Except for access to online materials, the class is like others," said Bohde, who teaches German language courses. "There is a textbook, and students turn in papers; some of them send them through e-mail, but there is still a workbook on paper."

Source Article: Daily Iowan

Colleges Eye eLearning Patent Fight

From eSchool News staff and wire service reports - A full-fledged flap has developed in the eLearning community over a U.S. patent awarded last January--but announced only last month--to Blackboard Inc., the market leader in learning management system (LMS) applications.
Blackboard's patent reportedly covers certain systems and methods involved in offering online education, including course management and enterprise eLearning systems. Corresponding patents, Blackboard says, have been issued in New Zealand, Singapore, and Australia. The company also reports that similar patents are pending in Canada, the European Union, China, Japan, Israel, Brazil, India, Mexico, South Korea, and Hong Kong.

Every day, millions of students taking online college courses act in much the same way as their bricks-and-mortar counterparts. After logging on, they move from course to course and do things like submit work in virtual drop boxes and view posted grades--all from a program running on a PC.

Some contend it's self-evident that virtual classrooms should closely resemble real ones. But Blackboard contends it wasn't always so obvious. And now, Blackboard holds a patent establishing its claims to some of the basic features of the software that powers online education.

The patent, and the decision by Washington, D.C.-based Blackboard to sue a smaller competitor, has prompted an angry backlash from some in the academic computing community, which is fighting back in techie fashion--through online petitions and in a sprawling Wikipedia entry.

Critics say the patent claims nothing less than Blackboard's ownership of the very idea of eLearning. If allowed to stand, they say, the patent could quash the cooperation between academia and the private sector that has characterized eLearning for years and explains why virtual classrooms are so much better than they used to be.

The patent "is antithetical to the way that academia makes progress," said Michael Feldstein, assistant director of the State University of New York's online learning network and one of the bloggers who has criticized the company.

Blackboard, which solidified its dominance in the field last year by acquiring rival WebCT, says its critics misunderstand what the patent claims. But the company does say it must protect its $100 million investment in the technology. The day the patent was announced, Blackboard sued rival Desire2Learn for infringement and is seeking royalties.

"It just wouldn't be a level playing field if someone could come onto the scene tomorrow, copy everything that Blackboard and WebCT have done, and call it their own," said Blackboard general counsel Matthew Small.

Waterloo, Ontario-based Desire2Learn said it was surprised by the lawsuit but will defend itself vigorously. No court date has been set.

Other learning management companies have questioned Blackboard's intentions.

"The fact that one company has been granted a patent for such a broad application and now is engaging in litigation with another eLearning provider is unfortunate for a market that traditionally has been fueled by innovation and choice," said Oakleigh Thorne, chairman and CEO of Denver-based competitor eCollege. "It also is unfortunate that Blackboard chose not to issue a press release when the patent was awarded this past January, at a time when the Department of Justice was investigating the antitrust ramifications of Blackboard's merger with its [then] competitor, WebCT."

Original Article: eSchool News

Who invented eLearning?

Every day, millions of students taking online college courses act in much the same way as their bricks-and-mortar counterparts. After logging on, they move from course to course, and do things like submit work in virtual drop boxes and view posted grades — all from a program running on a PC.

It may seem self-evident that virtual classrooms should closely resemble real ones. But a major education software company contends it wasn't always so obvious.

Now, in a move that has shaken up the e-learning community, Blackboard Inc. has been awarded a U.S. patent establishing its claims to some of the basic features of the software that powers online education.

The patent, awarded to the Washington, D.C.-based company in January but announced last month, has prompted an angry backlash from the academic computing community, which is fighting back in techie fashion — through online petitions and in a sprawling Wikipedia entry that helps make its case.

Critics say the patent claims nothing less than Blackboard's ownership of the very idea of e-learning. If allowed to stand, they say, it could quash the co-operation between academia and the private sector that has characterized e-learning for years, and explains why virtual classrooms are so much better than they used to be.

The patent "is antithetical to the way that academia makes progress," said Michael Feldstein, assistant director of the State University of New York's online learning network and one of the bloggers who has criticized the company.

Originally posted AP Article at CBC.ca

Intelligently designed eLearning programs boost sales

ELearning was once considered just a cost-cutting tool driven by human resources departments wanting to lower training costs, but if it is intelligently redesigned it can become a method of finding and retaining customers and boost customer loyalty.

“Traditional eLearning programs are excellent for keeping finance professionals in touch with new compliance requirements and products, but the technology is now playing a greater role in branding and sales,” said David Becker, senior eLearning consultant with IT consulting group iFocus. Branded eLearning has emerged from marketing departments as a way of influencing consumer decision-making, building trust and establishing a brand as an ‘authority’ in its category, according to Becker. “In the current financial services environment of choice and competition, service providers are looking for ways to differentiate themselves and build stronger relationships with staff, partners, customers and third parties

“There is a hunger for quality investment information, and providing this in a convenient and engaging way strengthens relationships with potential and existing customers.” But Becker warned that audiences would not respond if the branded eLearning was blatantly sales-driven. “They have no time for marketing guff. It has to be something they actually value. “That means researching your audience and identifying where in the sales cycle customers need instruction versus emotional engagement.”

Becker said a survey of nearly 200,000 consumers to have done an eLearning program, conducted by Next Century Media, identified a ‘gratitude effect’ in branded eLearning such that 90 percent of respondents viewed the associated brand more favourably. One third of respondents also reported being more likely to purchase the product. Companies to have used eLearning intelligently this way include Barnes & Noble, Fidelity, Wells Fargo, Merrill Lynch, Goldman Sachs, Bank of America and the World Bank.

Author: Alex Dunnin

Online learning 'levels the playing field'

"Online learning levels the playing field," the state superintendent told MEC forum attendees. "Education shouldn't be predetermined by geography." Online learning also can be used by businesses, according to Bounds. "It's a very inexpensive way to roll out training for your employees," he said.

The proposed plan also would redesign the current ninth-grade Discovery course, changing it to STEM - science, technology, engineering and mathematics - applications.

"Every student in Mississippi will take an online course," Bounds said. Through STEM applications, students will be exposed to rigorous technology-application tools, he said, which they will use to solve real-world, industry-specific problems and complete an online course.

The Effectiveness of Online Training

Online training is known by numerous names and acronyms—computer-based training (CBT), web-based training (WBT), cyber-training, distance learning, e-learning, etc. By whatever name, online training is a method of delivering training through an electronic medium without the immediate presence of a human instructor. By taking advantage of technology, online training can be more cost effective by delivering more knowledge in a more flexible and efficient manner.

There are distinct advantages to online training that may apply to your organization. With an online training course you have the ability to consolidate education and training across geographical and time constraints. Courses can be delivered to people in different offices without the expense of travel and with less interruption of work schedules. For individuals with busy schedules, online training courses offer the flexibility of being available when the people are able to take the training.

This flexibility is the strongest facet of online training and the flexibility extends beyond scheduling. For many people, an online training course supplies material in a more palatable manner then instructor-led courses. This certainly isn’t true for everyone, but the power of online training to help many people makes it an important tool for your training program. Online training is self-paced and includes interactive tutorials, questionnaires, case studies, self-assessment, and other features that easily assimilate to individual learning styles. Because people have more control over their training experience, online training offers the opportunity to learn in a non-stressful environment.

An online training course combines the advantages of uniformity in training and self-paced training. The basic course is the same for each trainee (while still offering you the chance to tailor instruction more easily) but can be delivered to different people at different times. While a human instructor is only available a limited time, online training materials don’t “go home” and trainees can review the subject matter as needed or desired. Support can be supplied via e-mail or phone.

Online training most likely will not require any additional equipment at your location. Training is delivered through existing computers and an Internet connection. Most online courses will run through any Internet browser on any operating system. You will need to dedicate newer and powerful computers to the training is the course has graphics, sound or video. Don’t make the mistake of using old castoff computers as your training computers. That will just make your trainees frustrated.

Still, being in an electronic format alone does not ensure that training is effective. How do you make the online training course effective for your people? To be effective, an online training course must be interactive without being messy. Bells and whistles are not always a benefit if they overburden the user. The course material and its interface should be streamlined. So, while you can incorporate video and audio instructions, interactive simulations, testing modules, and the like, the question you should be constantly asking is: “does this add to the substance of the course?” Does the way information is being portrayed supplement the learning object of a particular topic. If it does not add to the real content of the course and increase the knowledge of your trainees, then all of the flash and pizzazz will end up being more distracting than helpful. Likewise, always be sure that the learning interface, navigation graphics, and control buttons are easily understood and useable.

The self-paced flexibility of online training can also be a negative as well as a positive. Flexible should not mean unstructured. Yes, people can take the training when it fits their own schedule, but that schedule should still be a structured, set time, not just starting and ending when they feel like it. Thus, you probably want to have the online training course only available on computers inside a dedicated training room. Assign specific times for trainees to come for training in an environment where they can train undistracted. Really, your online training environment should be similar to an instructor-led training environment—a room conducive to learning and concentration where trainees can get the most out of their time.

When designed and carried out systematically and in an organized manner online training can be highly effective. Either as an addition to or a replacement for the face-to-face classroom environment, online training can be a strong part of your organization’s training environment.

About the Author: Peter Peterka is a Six Sigma Master Black Belt for Six Sigma us and has implemented Six Sigma in a variety of organizations. For additional information for Six Sigma Online Training please contact Peter Peterka at http://www.6sigma.us/.

IceRocket Reports eLearning Online Education Posts by Bloggers

Popular Blog search engine IceRocket reports today that less than 1% of blogs and rss feeds by news publishers are about LMS, eLearning and WBT. As an emerging sector of the online business market, LMS companies are just now becoming part of the internet zeitgeist.

Below, you can see the report of averages taken from IceRocket today, 24 August 2006:

As companies learn to adopt eLearning over traditional classroom based training, this trend is expected to rise summarily. Due to the cost effectiveness of eLearning and Web Based Training (WBT) it is expected that the market for these types of products and services will grow exponentially over the next decade.

The EU eLearning Conference 2006 has opened own blog and wiki

The EU eLearning Conference 2006 was held in Dipoli (Espoo, Finland) during the opening week of Finland’s EU Presidency in July 2006. The conference brought experts from the fields of technology, education and training, research, industry and governmental organisations together to discuss the European vision on the role of technology in promoting lifelong learning, innovation and desirable change.

The event has opened own Conference blog and Conference wiki. Conference blog includes reportages from the event. The Conference wiki is based on the same principles as the world's largest encyclopedia, Wikipedia. From wiki you may find also some of the presentations of the conference. People can add new contents in the Conference Wiki related to the theme of the EU eLearning Conference.

The Conference was organized by the European Commission DG Education and Culture, DG Information Society and Media, and Lifelong Learning Institute Dipoli at Helsinki University of Technology and was held in collaboration with the Ministry of Education, Finland.

New Mexico Summit to Focus on Distance Learning

The New Mexico Learning Network Planning Summit, a chance for New Mexico leaders in higher and public education, government and economic development to come together to plan a new direction for distance learning in the state, takes place Thursday and Friday, Aug. 3 and 4, at the New Mexico State University Albuquerque Center, located at 2444 Louisiana Blvd. NE.

New Mexico leaders in eLearning will help determine how the New Mexico Learning Network can best increase the availability and quality of distance learning options to state residents.

“An eLearning model can meet immediate student needs in rural areas, but can also better prepare all students to work effectively in a digital world,” said Jerónimo Domínguez, UNM vice provost for Extended University. Domínguez and Debby Knotts, manager of UNM New Media and Extended Learning, will be among the participants.

Some states have implemented requirements for students to take an eLearning course prior to high school graduation to prepare them for success in the digital realm, said Brian Ormand, NMLN project director.

Ormand said that working groups will be formed from summit participants and that a report of their findings will be released.

e-Learning Expo to Be Held Next Month

E-learning Expo Korea 2006, an international exhibition featuring a variety of elearning policies and products, will be held at KINTEX in Koyang, Kyonggi Province from Sept. 27-29.

The ministries of education and human resources development and commerce, industry and energy said yesterday that they jointly organized the exhibition to publicize domestic eleaning policies abroad and activate the domestic e-learning industry.

Lee Jong-suh, vice minister of education and human resources development, and Kim Jong-gap, vice minister of commerce, industry and energy, signed an agreement to jointly host the international event and make joint efforts for globalization and specialization of exhibitions.

About 100 Korean institutions and companies and 20 foreign institutions from 10 countries, including Britain, Germany, Japan and Australia, are to participate in the event. The exhibition will feature a variety of e-learning services and policies of participating countries, including elearning products covering education at elementary, middle, and high schools and universities.

Greater Arizona eLearning Association Hosts Seminar

The Arizona Telecommunications and Information Council and GAZEL, the Greater Arizona eLearning Association, will host the sixth in a series of educational seminars Aug. 24 from noon to 2:30 p.m. at the University of Advancing Technology, 2625 W. Baseline Road in Tempe, and via videoconference in Tucson at the University of Phoenix Williams Centre Campus, Room 104, 300 S. Craycroft Road. Lunch will be served at both locations at a cost of $15. Telephone and Web conferencing is available through www.gazel.org, the GAZEL Web Site.

LMS, eLearning and WBT: Is it right for your organization?

When determining whether an LMS e-Learning solution is going to be a good fit for your company, department or clients, there are several factors that you should consider when shopping around.

• Efficiency: How long will it take to deliver the LMS Solution? What is the learning curve? Do you need your own IS department to deliver the system internally or is there a managed LMS e-Learning solution that is web based (WBT – Web Based Training)?


• Implementation: What will the learning curve be for your organization or company? Does the LMS or e-Learning product come with support from the vendor? What is your total ramp up time to deliver your LMS?


• Training Content: Is the LMS SCORM compliant? How easy is it for instructors to create courses, exams, etc? Is there pre-packaged course content for your industry or education sector in the e-Learning solution?


• Integration: Does your LMS offer offline, traditional classroom scheduling? Does it integrate with Licensing and CE credit (Continuing Education Credit)?


• Delivery Method: Will WBT work for your organization? Do you need a managed and hosted solution to ensure uptime and full support through the lifecycle of your Online University?

Most companies can very quickly assess these factors to make the best choice for their environment. However, the bottom line for many companies when choosing an LMS, e-Learning solution or Web Based Training package is cost.

Companies will want to look at their own budgets and recognize the long lasting impact of buying into an LMS. Firstly, what may seem like a considerable investment in the short run may pay off down the line as long-term cost of support, integration and pre-packaged training may reduce overall long-term expenses if bought up front. Secondly, a comparison between a WBT, e-Learning or LMS solution vs. traditional classroom training, conferences and seminars may shed some light on the issue as these can be very costly over time for an organization.

According to Michele Webb, who has over 20 years in the Oncology Healthcare field:

[LMS] is less expensive to deliver almost regardless of the participant population. For example: in populations where the participants number 100 or more, e-learning [LMS] had clear cost advantages and as the population number increases, so does the cost advantage. Cost advantages were still measurable in groups of 100 or less and even with classes as short as one hour in length. In a corporate study conducted by Caterpillar, they determined that e-learning was 40% less expensive than the traditional classroom models.

(Source: Comparing Costs: eLearning vs. Traditional, Michele Webb, pub 2005 by ArticleCity.com)

Unleash The Power Of eLearning

eLearning is becoming a very popular topic among people in this age. The idea of eLearning is to popularise an indepth, convenient, interactive mode of education through the Internet.
Scientific research reveals that the best way of learning methodologies are the mix and match of 3 modes namely Instructor Led, Web Based and Computer Based. The popular terms are ILT, WBT and CBT.

The more demand of career orientation in this highly competitive professional world and the simultaneous problems of routine study system through the formal mode of education (ILT) have left us with the only option of eLearning. The reach of the Internet to the furthest corner of the world has really eliminated the geographical distance.

The forums and online helps have made eLearning real time. The laptop has given one the flexibility to enhance his skills even while traveling.

The time-bound schedule of ILT has put it slightly below in the common mode of learning. The lack of updations and upgradability in case of CBT has not allowed it to top the list even having the flexibility of carrying heavier graphics and movies.

Rather now the people are becoming aware of even today’s updates through Internet. The convenience factor in eLearning has been fueled by the factor of “learning at one’s own pace”. The dollops of at his own residence has made eLearning more dependable way of education.
Now, what are taught in eLearning? The answer in one word is “Anything”. Some may teach Computers, some management, some again cooking and mixing. There are sites today, who are teaching even plantation and e-security.

Lets assume, you are tired at the end of the day and your strain has become a stress on you, which has started affecting your personal life badly. Don’t you feel to get a course in Stress Management? Well, with eLearning you can take that course at home!

The prometric certifications have been continuing for long. Many educational portals have come up in the recent past including some top shots coming up with their eLearning mode.
eLearning caters to the need of the age group between 6 and 65. If a housewife does not find time or a senior executive of a multi-national firm feels shaky for attending courses with the junior people, eLearning is the only solution for him or her to accomplish further education and enhance the knowledge base.

In conclusion, eLearning has broken the limitations of traditional education and expands education beyond the walls of schools and institutions. If knowledge is King, then eLearning is definitely Queen!

About the Author: Susan Wong owns a network of online book related sites, including onlinebooksecrets.com and onlinebooksecrets.info. Visit her sites today for more free articles and resources.