“Let’s pop into IKEA and get that pillow cover. It will be quick…”
Famous last words. Three hours later I emerged from IKEA with a side table, two lamps, some questionable artificial flowers, and at least one pillow cover (I think).
This isn't the first time this has happened to me, and I know it's a common trap for others. Part of the reason for this is the maze of displays and furniture which form the layout of IKEA stores. As explained in many articles, this is completely intentional, it’s designed to keep you moving and browsing the endless items. As frustrating as it is, most of us are drawn to many products along the way – hence the artificial flowers (for the record, I found them a good home, where I don't need to see them). OK, enough personal disclosure, what does IKEA have to do with eLearning?
Well, just like IKEA, many eLearning modules restrict learners' ability to navigate the content freely. They force you to follow a predetermined path, not allowing you to skip ahead or go back to review earlier material. I come across modules like this all the time, and I have even designed some myself – but is it a good idea?
The case for free navigation
ELearning that does not allow for free navigation would be most effective when all learners have the same level of understanding and interest in the content. That’s not often the case and forcing learners to follow a predetermined path can be frustrating and even discouraging for those who are more advanced, while simultaneously being overwhelming for those who are struggling to keep up.
Designing eLearning with ‘free navigation’, in theory, allows learners to navigate information in a structure that works for them. It also enables them to skim information, and move back and forth through that information as they build as they learn.
These all seem like good things, right?
The case against free navigation
Giving learners the freedom to navigate eLearning material can undermine the scaffolding of the learning design. Scaffolding refers to the support and guidance provided to learners as they progress through a learning activity. Without proper scaffolding, learners may become lost or overwhelmed, which can stop them in their tracks. By allowing them to skip ahead or jump around in the material, they may miss important concepts or foundational knowledge, making it difficult for them to fully grasp the more advanced material.
So we have a conflict here. On one hand, we want to empower learners to access information in a way that enables their own learning. On the other hand, an eLearning module can’t adjust content in the way that a teacher can in a live environment.
But we shouldn’t just think inside an eLearning bubble…
What can we learn from other mediums?
We are not breaking new ground here, eLearning is simply another type of document, so we can look to other mediums to see how this issue has been handled.
A textbook allows learners to move through it in whatever way they choose – free navigation in other words. I know it's not cool to say this, but textbooks can be a really effective tool for learning.There are fantastic examples of textbooks out there that use effective layout and visual design elements to help guide learners. They can be a bit confronting for some learners though, and they are often used in tandem with classroom learning.
What about documentary films? These can be very effective learning tools and can be highly engaging. They are also entirely linear in their design. If that linear design isn’t great however, it's likely that the audience will struggle to engage.
It is worth pointing out that both of these examples require learner agency to be effective. The learners need to be compelled to engage with the content. In fact, this is true for all learning.
What’s the answer then?
So, free navigation is generally a good thing… but it can undermine the scaffolding of eLearning. How should we design eLearning then?
The answer lies somewhere in the middle. Scaffolding can be achieved through sign-posts rather than barricades. Allowing learners to take an alternative route may just send them back to the suggested path with a keener knowledge of what's ahead.
There are circumstances where a more linear route is appropriate. For example, introducing a simple low-risk process into a business may require a short linear micro-learning module which explores the three steps in the process, and then looks at it in application.
For most eLearning modules, a balance can be struck by providing learners with clear signposting, such as a menu or a table of contents, that allows them to navigate to different sections of the course. This gives learners the freedom to explore the content in a way that works for them, while also providing the necessary scaffolding to guide them through the material.
It's also worth considering the design of the course itself. Effective visual design and layout can help guide learners through the material, even if they are navigating the content in a non-linear way. The use of headings, subheadings, and visual cues can help learners understand the structure of the course and locate relevant information.
Ultimately, the key is to strike a balance between freedom and structure. Providing learners with the freedom to navigate eLearning material in a way that works for them can be highly effective, but it's important that they have the necessary support and guidance to help them progress through the material. By using signposting and effective visual design, eLearning modules can provide learners with the best of both worlds, allowing them to explore the content freely while also providing the necessary support and guidance.
Something to think about the next time you are lost in IKEA.