LMS systems for education aim to facilitate analytics which allow educators to deliver tailored training courses that have tracking and reporting for individual students. This allows a better picture of overall performance and easily highlights areas that are lacking, making it easily adaptable. These elearning solutions are becoming the norm with rising technology and students reacting well to flexible learning timetables, mediums and curriculums.
A recent report by Global Market Insights on eLearning software indicates a steady 15% annual growth in the eLearning market until 2024
As a market already worth over £150 billion annually worldwide, it will be interesting to see the leaps it makes during the next decade. Here, we’ll explore some of the factors influencing this growth and why it has a steady projected rise.
The ability to integrate a variety of facilities into the teaching software is partly responsible for increasing popularity because it means educators have a one-stop-shop for everything they need to do. Platforms can handle; reporting, analytics, teaching, education games, online tutorials, quizzes and add so much more meaning that the resources and stability can help sustain for learning. These things were less technologically possible in the past.
Particularly in Higher Education institutions, students like to learn at their own pace, allowing for greater flexibility and depth of understanding. Although learners still prefer a blended offering that includes some physical learning, an online presence allows for greater support and understanding for students to work at their own pace. It therefore makes sense that more learning institutions are incorporating LMS systems for their students as time goes on, particularly those that the students themselves pay for.
In the past, teachers have expressed concern that eLearning is out to replace them. This has been proven not to be the case as the human component of great teaching needs to remain in order to help and support students. Having been proven invaluable, teachers are realising that LMS environment are tools which can benefit them as much as their learners and are therefore becoming increasingly likely to use them.
On the other hand, teachers on the whole disapprove of third-party involvement of many vendors for an eLearning curriculum, so this is a dynamic that still has the kinks to be worked out. This should happen in the coming years as LMS’ become more widely used and therefore stricter operational guidelines are put in place as the norm.
Students require different things for learning and outdated teaching methods that rely solely on exams could be missing the big picture with some students. [great!] It’s not an accurate measure of capability and seminars or lecture learning are just as hard to track. With ongoing data and analytics through an online system, LMS’ offer real value in understanding student behaviour and more accurate predictions for grades and overall performance.
From a business point of view, LMS’ offer a better way to ensure educational institutions are meeting their targets and offer accountability to their educational claims. Many administrators embrace these platforms because it allows them to show how innovative they are and prove their worth to potential students and other stakeholders.
The obvious reason here is the improved accessibility for distanced learning learners or those with limited resources to attend an actual Higher Education institution. For example, those in nations with limited education systems such as (not a nation) Ethiopia, eLearning is the only way for those to gain access to education as they had fewer than 2 institutions for some advanced studies, only 3 years ago. Improving education standards globally offers much greater potential to students who would otherwise be without a formal education.
Ultimately it is an incredibly exciting time for eLearning and we look forward to demand continuing to grow to increasingly integrate the use of LMS’ in our educational institutions.