Image via WikipediaCNet will discontinue the Online UniversityCNET, one of my favorite sources of free high-quality training, has announced that it will end its free online courses May 1, 2008. This is a real disappointment, since these courses have been a consistent source of well-designed and authoritative free training, particularly on computer and many other high-tech topics.
In their announcement today, CNET stated they will “discontinue online classes and focus on our extensive Tips database that holds more than 1,000 expert CNET tips… All class content (class lessons, posts, course completion certificates) will be removed from our site as of Wednesday, April 30, 2008.”
It's another lesson in the nature of the digital divide.
Not their core function
CNet began those courses as a response to About.com offering email and online courses on just about everything, especially websites and home/home business computing.
About did it by hiring mentors to compile the courses. For a while you could become an online course developer/mentor just by applying.
CNet thought they could offer better courses on more technical subjects. Their courses were professional quality, from beginner to college level.
CNet started the courses to draw traffic from About. About began in the late 90s. CNet established its online university in 2004.
For a while, it worked.
Online training was never CNet's primary function. CNet is a professional technical newsletter, download, and online reference. Although there's a lot on CNet for the beginner, its content is quickly seen as over the head of most users.
CNet dropped the online university because it was not making enough money for them. And one of the reasons was their courses were such high quality.
Only 30% finish online courses
What CNet and About found out has become a bylaw of online course delivery: only 30% of subscribers finish the courses.
One blogger compared the traits of those able to successfully complete online courses with adult educations students. The students have to be self motivated, and can't rely on the teacher or peer pressure to finish the course.
There are a number of problems, and they have to do with the digital divide.
- Employers do not trust completion certificates from online courses. They are leery of people with 'paper skills' (digital skills??) and not real world experience.
- The classes tended to follow the academic model for classrooms, even though there was no teacher present or peers.
- The classes were broadly based, meaning they covered most of the topic, rather than focusing on the needs of the individual students in their work.
(T)he students need to grasp that they will face social challenges, not just physical challenges, when seeking jobs as a distance educated job candidate.
This needs to translate into the student having a level of sincerity to be willing to gain experiences outside employers realms. This experience is needed so the student can tell the interviewer they can troubleshoot real designs, which is what the employer is manufacturing.
The social aspects are perception: the employer sees a paper smart person, needs to hear about real skills; the student has to graduate thinking they have some theoretical skills, but they may actually have no real skills.
AEmeritus failed
In 2004, I developed a business plan for a company called AEmeritus Relevant Training. The idea was ahead of its time in many ways. The most significant issue here in Australia was the lack of Internet access to many areas, and the overall lack of technical savvy.
The idea was to make the training relevant to the needs of the company and trainees in their work. I saw some of the issues that are now confronting all elearning operations back then just from my own experience taking an online course.
I got my Training and Assessment Cert IV online. I was shocked to see that no one had finished any module in the training on the first go. Every other student required at least 6 tries at the modules; on some modules, online students had taken 22 tries. I was the only trainee that only took one try to finish all the modules ( -- except one, because of a household emergency, I had to do one module twice.)
Some successful elearning operations have taken another tack to deal with the same issue, and CNet is doing the same: CNet will keep its extensive Tips and Tricks database. Instead of offering courses on a package, users can look up useful tips they can use.
Again, this means the students can look up what they need to know.
I think that is a broad hint for what needs to be available on the etraining site: many, many searchable tips. I've been preaching the same thing for years to web design clients as a means to keep visitors coming back to a site.
