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But do They Wanna?
Even if your organization is fortunate enough to recruit, hire, and retain people who have the basic literacy and computer literacy competence to be successful e-learners (not always an easy task in the current workforce), the job of developing an engaging e-learning program for them remains. And just as the basic literacy level may vary widely in your organization, so too will the level of motivation among e-learners.The motivation to participate for some e-learners may be little more than fear of job security—as one participant remarked, "My boss made me sign up for this . . . now there are two things I don't like about this job." Granted, it is a very fragile drive, but at least you have something to work with.Luckily for us, most e-learners have a more positive—or, at least a benign "show me"—approach to participating in a learning activity. The nature of their motivation will differ: some will be eager to develop a new skill; some will strive for a personal learning goal; some will desire a certification so they can advance their careers; some will want merely to join their friends in a common event.The reason people choose not to complete a learning activity will similarly vary. Reasons often cited include: not enough time, overwhelmed with other work assignments, completion was not needed (learner got what was essential and then left the activity), problems with technology and navigation, lack variety in lessons, needs were not met by the program, instructor was slow to respond to e-mails, preference for traditional classroom training methods, not prone to self-directed learning. Note how most reasons given are organizational factors and not a matter of the learner's intrinsic motivation.We can describe the learning topography, then, as including some who won't/can't get involved on one end and some who flourish and excel on the other end. In between, we have varying degrees of those who participate but don't want to, some who are involved but will not complete, some who are getting by satisfactorily. Or, as one currently popular aphorism states: If you build it, they won't necessarily come; and if they do, they won't necessarily stay.What's an instructional designer to do?
