The Impact of E-Learning on Employee Skill Acquisition and Knowledge Retention.

The Impact of E-Learning on Employee Skill Acquisition and Knowledge Retention By [Student's Name] Course Professor University City and State Date Research Project – Aim and Objective Aim This research aims to assess the efficacy of e-learning for acquiring new work skills and remembering learned knowledge in the context of a modern workplace. As companies continue to navigate the rapidly evolving landscape of learning and skills acquisition/development, e-learning emerges as a game-changer, offering learners the opportunity to develop new competencies, scale up their knowledge, and achieve their professional goals conveniently and flexibly (Jain, 2023). However, to ensure the efficiency and effectiveness of e-learning initiatives on skill acquisition and knowledge retention, it is crucial to derive objectives that would guide the direction of the research. Objectives 1 To examine the efficiency of e-learning in assisting employees in skill mastering. 2 To analyse e-learning efficacy in boosting the level of knowledge retention in workers. 3 Explore what elements are pertinent to achieving e-learning activities concerning expanding the skillset and improving knowledge retention. 4 To bring forward ideas that organisations might use to achieve the best results in the e-learning process and improve their employees' training. Background of the Research Project In a fast-paced business world, the ability to consistently draw and hold workforce skills and knowledge remains the primary factor determining the organisation's success. Conventional methods of instruction, such as face-to-face workshops and seminars, usually encounter problems like reach, scalability, and costs. These techniques are ineffective and cannot meet all people's learning needs. As a result, the e-learning approach is gaining momentum as a tool for organisational development activities, mainly augmenting employee growth and development. E-learning, or online learning/electronic learning, is an approach to delivering educational content and training programmes primarily done through digital platforms and technologies (Marunevich et al., 2021, p.2). This learning approach has multiple benefits compared to conventional techniques, such as being flexible, accessible, and scalable. Employees can learn flexibly at their own pace and do it anywhere, anytime, because of location and time constraints (Marunevich et al., 2021, p.3). Digital technologies' progression has revolutionised how organisations address training and development to a new paradigm. Examples of e-learning formats that suit different learning styles and tastes are virtual classrooms, webinars, multimedia modules, and mobile learning applications. Therefore, e-learning has become one of the core elements of corporate learning, and organisations know how to maximise the effect of e-learning tools by offering outstanding training materials to workers, irrespective of their location (Marunevich et al., 2021, pp.2-3). Although e-learning seems to be the most widespread knowledge acquisition and retention method, its effectiveness is inseparably linked with controversy. On the one hand, proponents of e-learning underline its value from the standpoint that it offers a more engaging and interactive experience than its traditional counterparts (Bouchrika et al., 2019, p.1245). On the other hand, critics of e-learning raise concerns about its ability to promote complex learning processes, such as critical and abstract thinking skills (Tathahira, 2020, pp.84-85). E-learning has significant effects on employee development results. Employees who attended online training programmes could benefit from developing their skills and competencies. E-learning learners have higher merit retention than traditional classroom instruction counterparts (Bouchrika et al., 2019, p.1246). However, e-learning implementation challenges and adoption issues still need consideration and a viable solution. Technical problems, which are some of the issues such as poor internet connectivity and the inability of a learner to use a particular platform, limit the contribution of e-learning resources to learners. Besides that, the issue of the quality type and relevance of e-learning content may lead to lower engagement and motivation among learners (Lee et al., 2019, pp.1-2). The nature and structure of e-learning and how it is carried through are pivotal factors for the outcome of a course. Multimedia learning theory holds that choosing instructional design principles about coherence, redundancy, and contiguity helps teachers achieve learning outcomes in digital settings (Ramsin, 2022, pp.4-6). Similarly, cognitive load theory recognises the criticality of effectively managing cognitive load to meet learning retention and transfer goals (Skulmowski and Xu, 2021, p.176). Besides the classroom creation factors, school programmes also put a mark on the success of eLearning. Leadership support, staff involvement, and organisational culture are significant determinants of levels of adoption of e-learning. Consequently, gaps in support and infrastructure can pose a challenge to e-learning organisations, which may hit the ceiling of employee development using the full potential of e-learning. With organisations introducing different models of remote work and virtual team collaboration, the future of e-learning as an essential factor in workplace learning becomes prominent. Online learning could expect more significant use of e-learning platforms and technologies because they offer more exciting features like gamification, microlearning, and artificial intelligence-powered personalisation (Luy et al., 2024, p.119). This way, organisations can help employees acquire needed skills by utilising e-learning and implementing digital advancements, resulting in a better place to strive in a constantly transforming digital environment. Literature Review The wide-ranging literature on e-learning and how it influences employee skill attainment and knowledge retention is abundant. It covers the areas of education, psychology, and organisational behaviour, produced in different disciplines. Among the literature concentrations, e-learning effectiveness in employee skills acquisition is one topic. Research by Cen (2023, pp.81-91) revealed a positive relationship between e-learning participation and employees' job performance. According to the study, the efficiency of employees actively involved in the computer-based training was evident as they displayed a remarkable improvement in job-related proficiencies compared to those not engaged in the programme. In addition, a study by Marunevich et al. (2021, pp.1-5) fully supports the above conclusion, as they sampled that e-learning interventions result in more vital skills and increased competencies. Jain (2023) reviewed e-learning key performance indicators (KPIs) to establish measures in digital learning. The author noted the need to introduce KPIs to measure the effectiveness of e-learning initiatives. This helps organisations evaluate the success of their e-learning programs in driving meaningful results and workforce growth and development. In this vein, skill acquisition was established as the primary purpose of e-learning. Organisations should, therefore, use performance evaluations, quizzes, and assessments to evaluate the effectiveness of e-learning programs in assisting learners in acquiring new competencies. The extent to which e-learning contributes to skill acquisition in this context depends on various dimensions, such as the design and delivery of e-learning programmes. According to Ramsin (2022, pp.4-6), the cognitive theory of multimedia learning addresses the cognitive principles that explain how the design of the instruction follows the principle of including graphics, animations, and narration in the e-learning modules to enhance learning. In addition, principles such as scaffolding, feedback, and repetition that facilitate skill development in face-to-face settings are also relevant to learning online (Hsieh, 2019, pp.2-11). E-learning holds a significant place in the issue of knowledge retention among employees. A study by Bouchrika et al. (2019, p.1246) shows that the learners receiving education through e-learning information resources had better memorising skills than their peers who learned traditionally. This finding illustrates the essence of e-learning correction, knowledge consolidation, and this sustainment's vitality. As a learning platform, E-learning creates situations where learners get information through self-study and self-regulated learning activities as an interaction between pupil and content. Adaptive lessons, intelligent tutor systems, and personalised learning algorithms are samples of modified teaching tools that can correct the learning process to suit each learner's special needs and liking (Ilic et al., 2023, pp.14011-14927). With adaptive e-learning, the system can flexibly feature the dif...