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Association learning+technology report
1. ASSOCIATION LEARNING
June 2011
+ TECHNOLOGY
State of the Sector
written by Jeff Cobb and Celisa Steele
published by Tagoras
www.tagoras.com
info@tagoras.com
800.867.2046
3. ASSOCIATION LEARNING + TECHNOLOGY 2011
Table of Contents
Association Learning + Technology 2011
Executive Summary | 7
Introduction to Association Learning + Technology | 10
The Overview | 12
Participant Demographics 12
Interviews 13
Purpose, Benefits, and Barriers 14
The Operational Perspective | 19
Products: What’s Offered 19
E-learning Products and Services 19
The Appeal of Webinars 20
Cleaning up the Webinar’s Image 20
Beyond a Narrow Definition of Webinar 22
Newer Products: What’s Emerging 23
Social Learning 23
Mobile Learning 27
Virtual Conferences 29
Process, Personnel and Tools: How It Gets Done 34
Process Examples 34
Adequacy of Resources 35
Where to Turn for Help 37
Departments Responsible for E-learning 38
Prevalence of Outsourcing 38
The Cost of Expertise 40
Authoring Tools 43
Instructional Designers 44
Summary 46
3TABLE OF CONTENTS
4. ASSOCIATION LEARNING + TECHNOLOGY 2011
Trends and Predictions 46
Questions to Consider 47
The Business Perspective | 48
The Revenue Imperative 48
Strategy 49
Return on Investment 53
The Impact of the Economy 54
Product 56
Continuing Education and Certification 57
Pricing 62
Pricing in Trade Associations Versus Professional Societies 62
Pricing and Formats 62
Pricing and Certification 66
Pricing and Age of Program 67
Pricing Strategy and Models 67
Discounts 69
Distribution 69
Market Penetration 70
Promotion 70
Relationship with Marketing Department 72
Competition 73
Summary 75
Trends and Predictions 75
Questions to Consider 76
The Technology Perspective | 79
End User Concerns 79
Webinar Platforms 81
Learning Management Systems 81
4TABLE OF CONTENTS
5. ASSOCIATION LEARNING + TECHNOLOGY 2011
LMS and LCMS Packages 85
Gray Areas 86
E-learning and AMSes 87
LMS/AMS Integration 87
E-learning Guidelines and Standards 89
Key E-learning Standards in Brief 90
Summary 91
Trends and Predictions 91
Questions to Consider 91
Satisfaction, Success, and the State of the Sector | 94
Portrait of Success 95
E-learning Providers on Success 96
Summing Up Success 98
Voices from the Sector on the Current State of Learning and Technology 98
E-learning Providers on the State of the Sector 98
Associations on the State of the Sector 99
Appendix A: Participating Organizations | 100
Appendix B: Survey Data | 101
About Tagoras | 121
Case Studies
Buy-In, Flexibility, and Regulation: Keys to the Midwest ENERGY Association’s E-learning Kingdom 17
Extending Value Virtually: American Nurses Credentialing Center 41
E-learning Solves Business Problems: National Air Duct Cleaners Association 51
E-learning to the Rescue: Society for Technical Communication 60
Webinars Get the Organization on the E-learning Map: Restoration Industry Association 77
Education Focus and Proactive Mindset Fuel E-learning Success: Escrow Association of Washington 93
5TABLE OF CONTENTS
6. ASSOCIATION LEARNING + TECHNOLOGY 2011
Additional Tagoras Reports
Virtual Conferences, LMSes, and Learning 2.0
Virtual conferences and trade shows are quickly emerging as one
of the most significant new trends in the association sector.
Association Virtual Conferences: State of the Sector provides the most
comprehensive assessment available of how this important new
approach to meetings and education is being used by trade and
professional associations. If you are charged with developing a
virtual event strategy for your organization, this is a must-have
resource.
Learn more at http://www.tagoras.com/catalog/virtual-
conferences.
Association Learning Management Systems is just what
you need if you would like to dramatically reduce the
time and costs associated with choosing the right
learning management system. We’ve narrowed the
field of LMS providers down to a small group
dedicated to serving associations and experienced in
meeting association needs. We asked the providers to
respond to an extensive questionnaire and provide a
demonstration of their system.
Learn more at http://www.tagoras.com/catalog/
association-lms.
The free Learning 2.0 for Associations offers a basic
overview of how the rise of the social Web has
impacted the way that learning happens and how
organizations can begin incorporating social media
approaches into their traditional online and offline
learning activities.
Learn more at http://www.tagoras.com/
learning20.
6ADDITIONAL TAGORAS REPORTS
7. ASSOCIATION LEARNING + TECHNOLOGY 2011
Executive Summary
Association Learning + Technology 2011
Association Learning + Technology 2011: State of the to reach more learners were
Sector represents a major effort to assess the state of
among the biggest benefits
technology-enabled learning in the association identified by survey
market and provide insight into how its role in the respondents. Overall,
sector may evolve in the coming months and years. organizations report that they
It represents a wholesale update of Association E- are more satisfied (74.3 percent)
learning 2009: State of the Sector, published by than not (25.6 percent) with
Tagoras some 15 months ago. their e-learning initiatives. In
three of eight specific areas
We renamed the report because many limit the term these organizations report
e-learning to self-paced online courses and do not being more dissatisfied than
use it for Webinars, Webcasts, or other forms of satisfied—and then only
educational experiences online, especially the marginally: usage, such as
burgeoning areas of informal and social learning, This report
course enrollments (44.9 versus
We wanted it to be clear in the title that we think represents a
43.5 percent); revenue
expansively about the role technology does and can generation from their offerings wholesale
update of
play in association learning. However, to avoid (39.7 versus 37.0 percent), and Association
wordy constructions throughout the report, we do the staff time required to E-learning
rely on the term e-learning. When you see it, develop the offerings (38.2 2009.
remember e-learning is used broadly and not versus 38.1 percent).
relegated to a narrow slice of potential technology-
enabled learning. While there has been a somewhat greater tendency
for larger associations to have already embraced e-
At the core of the report is a survey of associations learning, we have seen this tendency decline over
conducted at the end of 2010. Some 375 the years. There is clearly significant e-learning
organizations responded to the survey, providing activity among smaller organizations. More than
extensive data about how they are using e-learning, half (57.5 percent) of the organizations that reported
what tools and technologies they employ to create using e-learning in our 2008 survey had annual
and deliver learning, and the business practices that budgets of $5 million or less. In the 2010 survey, this
support their e-learning initiatives. To supplement number rose to 63.3 percent.
this data, we conducted in-depth interviews with 27
associations and 9 learning technology and service The Operational Perspective
providers to the sector.
Most of the associations surveyed or interviewed
for this report use a combination of in-house and
The Overview contract resources to produce their e-learning
Out of 375 responses to the survey, 77.4 percent offerings, and the majority of those offerings take
were from individuals who indicated their the form of Webinars. Real-time Webinars and
organizations are currently using some form of e- Webcasts came out on top with organizations
learning. An additional 16.0 percent indicated they currently delivering e-learning while recorded
plan to start using e-learning within the coming 6 to Webinars and Webcasts topped the list for
12 months, and 6.6 percent indicated that they have organizations planning to deliver e-learning in the
no plans to start using e-learning in the coming 12 next 12 months.
months.
For organizations currently delivering e-learning,
Not surprisingly, associations use e-learning mainly 39.7 percent use professional instructional designers
to deliver professional development to members, —almost 10 percent fewer than those that do not
and cost-effectiveness, convenience, and the ability (49.1 percent).
7EXECUTIVE SUMMARY
8. ASSOCIATION LEARNING + TECHNOLOGY 2011 Among the tools that organizations use to develop percent, public social networking sites rose from 8.9
e-learning, Microsoft PowerPoint tops the list—not percent to 24.5 percent, and Web video sites went
surprising since it is often the basis for Webinar from 7.3 percent to 17.5 percent. The slice of
presentations as well as on-demand courses. associations not using social media as part of e-
learning dropped from 47.6 percent to 34.9 percent,
In most cases, association e-learning initiatives are and only 7.7 percent of associations planning e-
managed by an education department (which, at learning in the next 12 months say they will not use
small organizations, may mean a single person who any social media, though the majority (53.8 percent)
wears many hats). There was a general sense among simply aren’t yet sure whether social media will
interviewees that networking and knowledge- play a role.
sharing among peers in the sector is growing, but
opportunities are still rare. The Business Perspective
Social media is attracting some interest in the The majority (55.5 percent) of survey respondents
association e-learning community but leaves much currently using e-learning charge members for at
room for growth. The dominant social tool for least some of their e-learning offerings, and another
current e-learning initiatives is social networks (44.6 sizable chunk (31.5 percent) charge for all their
percent, combining public and private networks), offerings. The average price per content hour for
followed by discussion forums (36.2 percent). A few organizations currently offering e-learning to both
tools made marked leaps among associations doing members and nonmembers is $57.82 while the most
e-learning since the last report. Microblogging (e.g. common level of discount for member course
Twitter) jumped from a mere 2.4 percent to 20.1 purchases is from 20 to 29 percent.
Interviews conducted for this report as well as the
survey data suggest that most organizations do not
have a formal e-learning strategy in place or a
formal approach to pricing their offerings. Only 22.0
percent of survey respondents reported having a
formal, documented e-learning strategy, and only
23.9 percent indicated that their organizations have
a formal, documented process for setting prices.
On average, organizations using e-learning reach
19.5 percent of their membership base with their
offerings. Most organizations provide some form of
credit—for example, continuing education units or a
On average, organizations using e-learning certificate—to their learners.
reach 19.5 percent of their membership
base with their offerings. With respect to marketing methods, targeted e-mails
dedicated specifically to e-learning rank first.
Among organizations currently offering e-learning,
73.9 percent characterized targeted e-mail as
absolutely necessary. Notably, pay-per-click
advertising—seen as very important or absolutely
necessary by only 5.8 percent of respondents—was
almost dead last, beating out only faxes.
The Technology Perspective
Among survey respondents with current e-learning
programs, GoToMeeting (44.2 percent) and WebEx
(25.0 percent) lead the pack of Webinar platforms,
8EXECUTIVE SUMMARY
9. ASSOCIATION LEARNING + TECHNOLOGY 2011 and Adobe Connect (16.1 percent) and Microsoft • An increase in the amount of on-demand
Live Meeting (14.3 percent) are the only other two educational content offered by organizations
named systems to reach double digits. • An increased focus on instructional design
along with development of in-house
Under half (45.9 percent) of the respondents that instructional design capabilities or use of
currently offer e-learning report using a learning contractors
management system (LMS) or planning to within • Relatively slow adoption of social media for e-
the next 12 months. Among those organizations that learning purposes until organizations develop
have both an LMS and an association management strategies and business models for products
system, the majority (76.7 percent) either have that integrate social media with more
already integrated or planned to integrate the two traditional content
systems. • An increase in competition that will, in turn, be
a significant factor in the adoption of more
Knowledge of and adherence to common e-learning
sophisticated marketing practices
guidelines and standards in the sector continues to
be quite low. Adherence to the Shareable Content New, relevant resources and a more cohesive
Object Reference Model (SCORM) was considered professional network for e-learning in the sector
very important or absolutely necessary by only 22.1 may be the most valuable byproducts of these
percent of respondents currently using e-learning. changes in association e-learning.
The State of the Sector
E-learning has arrived in the association sector but
remains far from mature. While most organizations
(74.4 percent) indicate general satisfaction with their
e-learning initiatives, they are more likely to be
dissatisfied than satisfied in specific areas like
enrollment levels and revenue generation. Notably,
only 15.0 percent characterize their e-learning as
very successful. We found that these organizations
were significantly more likely than average to do
the following:
• View revenue generation as a key benefit.
• Make use of professional instructional design.
• Have a formal, documented e-learning strategy.
• Have a formal, documented product
development process.
A range of factors—from the current state of the
economy, to technology advances, to the rise of new
generations—point to growth and to a clear
opportunity for e-learning to transition into a more
significant, more strategic part of the mix of services
associations provide to members. As this transition
occurs, it is likely to be accompanied by the
following:
• Growth in implementation of learning
management systems and integration of these
with association management systems
9EXECUTIVE SUMMARY
10. ASSOCIATION LEARNING + TECHNOLOGY 2011
Introduction to Association Learning + Technology
About This Report
Association Learning + Technology: State of the Sector, indicated they have no plans to start using e-
is a follow-up to our report Association E-learning learning in the coming 12 months.
2009: State of the Sector, the first major effort to assess
the state of e-learning in the association market and It is important to note that we were purposely
provide insight into how the role of e-learning in broad in defining e-learning. In our experience, a
the sector may evolve in the coming years. significant number of organizations limit the term e-
learning to self-paced online courses and do not use
While the primary focus of this report continues to it for Webinars, Webcasts, or other forms of
be traditional online education, the change in title educational content delivery online. In an attempt
for this edition acknowledges the wide range of to ensure that survey participants took into account
ways in which technology has expanded to enhance all forms of online education, the following
learning both online and off. As with the previous definition was presented prior to asking
report, our hope is that the information here will organizations whether they use e-learning to deliver
prove useful in providing points of reference and education:
perspective to organizations planning e-learning
initiatives or hoping to integrate technology E-learning, also known as computer-based
effectively into their general education initiatives. training or online distance education, refers to
computer-enabled learning carried out by
At the core of the report is a survey of associations individuals or groups outside of a physical
conducted from November 18, 2010, to December classroom, either over the Internet or an internal
23, 2010. We received 375 responses to this survey. network. There are many methods of e-learning
Out of these responses, 77.4 percent were from such as Webcasts, self-paced tutorials, podcasts,
individuals who indicated their organization is facilitated discussions, etc., but for the purpose of
currently using e-learning. An additional 16.0 this survey, any activity in which a user receives
percent indicated they plan to start using e-learning instruction via a computer counts as e-learning.
within the coming 6 to 12 months, while 6.6 percent
To add to the data collected through the survey, we
also conducted phone or e-mail interviews with 27
associations and 9 providers of e-learning
technologies and services to the sector. These
interviews were conducted with the promise of
6.6% anonymity so that interviewees could feel
comfortable speaking openly. Only in few limited
8.0%
instances, and with the permission of the
interviewee, are the sources of quotations or other
8.0%
Does your organization currently using e-learning to deliver education? (349 responses)
Nearly 78 percent of respondents to the 2010 survey reported currently using e-learning—up from
61.1 percent per the 2008 survey, which was the basis for the Association E-learning 2009 report.
77.4%
Currently deliver e-learning
Planning to deliver e-learning in next 6 months
Planning to deliver e-learning in next 12 months
No plans for e-learning for at least next 12 months
10INTRODUCTION
11. ASSOCIATION LEARNING + TECHNOLOGY 2011 information revealed in the report. Our frequent use of quotations from
the interviews is purposeful—we heard from many interviewees that they Partial data from the
do not have sense of what their peers are doing or where to go to find out online survey is
what other organizations are doing. Our hope is that the extensive use of included throughout
quotations will help a voice for e-learning in the sector emerge. this report. See
Appendix B for the
In addition to quoting frequently from the interviews, we have also raw survey results.
crafted brief case studies to highlight the efforts of some of the
organizations we interviewed. These were done with the organizations’ The chapters on the
permission, and we tried to be diverse in selecting the organizations. The operational, business,
case studies span a range of industries and feature associations of varying and technology
size and geographic focus. perspectives end with
a summary of trends
Finally, we (the two authors of this report) have each worked in e-learning and a list of questions
for more than a decade and have worked specifically with associations for for organizations to
the better part of that time. Throughout the report we provide our own ask themselves.
analysis of the information collected through the survey and the
interviews, and we draw on our own experience to offer perspectives that
may not be readily apparent from the data. Our approach to doing this is
relatively conservative, based on the limitations naturally imposed by a
non-statistical survey, but also on an understanding that the association
sector is, by its nature, quite diverse and fragmented—and that broad
conclusions must be put forward cautiously.
The report is structured into the following sections:
1. The executive summary
2. This introduction
3. An overview that discusses demographic data, the purposes of association e-learning, and the
barriers to and benefits of e-learning
4. A chapter on operations and e-learning that looks at what’s produced and how, including
emerging trends like social learning, virtual conferences, and mobile learning
5. A chapter that takes the business perspective, looking at the strategy that drives e-learning
initiatives, expenses and income, marketing, and competition
6. A chapter on e-learning technology, including the end user point of view and the organizational
standpoint
7. The state of e-learning in the association sector based on our analysis of the survey data and
interviews, including a look at the common characteristics of associations satisfied with and
successful in their e-learning initiatives
8. Six case studies of associations engaged in e-learning, distributed throughout the report
9. A series of appendices that provide a list of participating organizations, the raw online survey
data (parts of which are cited throughout the report), and information about Tagoras (publisher of
this report) and us (Jeff Cobb and Celisa Steele, authors of this report)
Our sincere hope is this report proves useful to associations as they assess their e-learning initiatives or
contemplate throwing their hats in the e-learning ring.
11INTRODUCTION
12. ASSOCIATION LEARNING + TECHNOLOGY 2011
The Overview
Demographics, Purpose, Benefits, and Barriers
This section provides demographic
data, discusses the purposes for
which associations undertake e- 2.4% 3.4%
3.1%
learning and looks at the perceived
benefits of and barriers to adopting 12.8%
5.9%
online education technologies.
11.7%
Participant Demographics
As the demographic data provided
at the end of this document 14.5%
indicates, responses to the survey
were distributed across a broad 9.7%
range of organizations—from those
with a very small staff and
relatively small membership base
to those with more than 250 staff 36.6%
members and budgets greater than
$50 million per year.
What is your
organization’s
The largest clusters of survey annual budget?
respondents overall were nationally (290 responses) Less than $100,000 $100,001 to $500,000
Most organizations $500,001 to $1,000,000 $1,000,001 to $5,000,000
focused organizations (40.5 had budgets $5,000,001 to $10,000,000 $10,000,001 to $25,000,000
between $1 million $25,000,001 to $50,000,000 $50,000,001 to $100,000,000
percent), organizations with annual and $5 million. More than $100,000,000
budgets between $1 million and $5
million (36.6 percent), and
organizations with staff of between
1 and 5 individuals (23.7 percent). The most
common membership size was between 1,001
2.0%
and 5,000 individuals (24.1 percent).
5.0%
The clusters were the same for the group of
27.2% respondents indicating current use of e-
21.6% Which best
describes the learning, though with a slightly larger
geographic focus concentration of organizations with a national
of your
organization (i.e., focus (45.4 percent). Overall, organizations
which best
indicates the areas
indicating they are currently using e-learning
3.7% in which you were more likely than the group as whole to
actively solicit
membership)? (301
be nationally or internationally focused (73.6
responses) percent versus 67.7 percent) as opposed to
Organizations with a
40.5% national focus were
the biggest group.
focused on a region, state, or locality. They
were also somewhat more likely to have more
than 10 staff (67.3 percent versus 59.0
Single community or municipality focus percent).
Multiple community focus in one state
Single state or province focus While there has been a somewhat greater
Multistate or multiprovince focus tendency for larger associations already to
National focus
International focus
12THE OVERVIEW
13. ASSOCIATION LEARNING + TECHNOLOGY 2011
3.0%
The largest Which of the following best characterizes your 8.3%
groups of survey organization? (300 responses) 4.0%
respondents were
from nationally Charitable or philanthropic organization
focused Trade association 35.3%
organizations Professional society
with annual Educational institution
budgets between
$1 million and $5
Other
49.3%
million, 1 to 5 staff have embraced e- percent
people, and 1,001 learning, we have seen compared to
to 5,000 individual this tendency decline 60.0 percent).
members. over the years. There is
clearly significant e- Most (70.6 percent) of the respondents currently
learning activity among offering e-learning indicated that they do offer some
smaller organizations. form of credit for e-learning. (See the chapter “The
More than half (57.5 Business Perspective” for a discussion of credit and
percent) of the e-learning.)
organizations that
INTERVIEWS
reported using e-learning
in our 2008 survey had The organizations we interviewed in follow-up to
annual budgets of $5 the online survey were somewhat less diverse
million or less, and 18.1 demographically than survey respondents, almost
percent had budgets of necessarily given the smaller sample size.
$1 million or less. In the Nonetheless the group was quite diverse in terms of
2010 survey, 63.3 percent industries served, geographic focus, size of staff,
of organizations that size and type of membership (i.e., individual versus
reported using e-learning organizational), and experience with e-learning,
had budgets of $5 million although all are currently engaged in e-learning.
or less and 24.8 percent
The providers we interviewed were also quite
had budgets of $1 million
diverse, ranging from Webinar service providers
or less.
like KRM, to learning management system
A majority of 2010 survey respondents indicated providers like WBT Systems, to individual
that their organization has been using e-learning to consultants like Ellen Behrens. Each of the providers
deliver education for three or more years (61.1 offered a unique perspective based on their
percent), with a growing percentage (22.2 percent in approach to e-learning and the types of clients
2010 versus 15.6 percent in 2008) of respondents served.
reporting using e-learning for more than five years.
While more professional societies (80.4 percent) are
currently delivering e-learning than trade
associations (67.9 percent), the trade associations are 10.0%
more likely than professional societies to have been 22.2%
using e-learning for three years or more (65.7
28.9%
How long has your organization been using e-learning? (270 responses)
Less than 1 year 1 to 2 years
38.9%
3 to 5 years More than 5 years
13THE OVERVIEW
14. ASSOCIATION LEARNING + TECHNOLOGY 2011
Purpose, Benefits, and Barriers survey participants. Respondents in this group were
almost equally likely to be from trade associations
As part of our survey, we asked respondents to
(36.1 percent) as from professional societies (34.5
provide input on their organization’s purposes for
percent).
using e-learning as well as some of the benefits and
barriers they experienced. Among both our survey participants and our
interviewees, cost-effectiveness, convenience, and
As in our 2008 survey, most respondents using or
the ability to reach more learners remain the biggest
planning to use e-learning indicated professional
benefits associated with e-learning. More than 70
development for members and nonmembers as
percent of survey respondents who are using or
their primary and secondary purposes. The portion
planning to use e-learning indicated convenience
that indicated using e-learning for staff training
and the ability to reach more learners as benefits.
remained relatively low.
Among those using e-learning, the importance of
We also asked organizations to indicate whether cost-effectiveness remained about the same between
they used e-learning for training chapters or the 2008 and 2010 surveys. For those planning e-
volunteers or as a tool for advocacy and issue learning, however, its importance as a benefit
education. Given that an organization may or may dropped quite a bit—from 78.7 percent to 64.8
not have chapters, make extensive use of percent. It is too early to tell whether this drop
volunteers, or engage in advocacy, we found it reflects a general shift in perceptions of e-learning,
interesting that a relatively sizable group of but it may be that organizations are realizing that
respondents indicated that they use or plan to use e- implementing and managing a successful e-learning
learning for advocacy and issue education. These program often does not cost dramatically less than
numbers are similar to those reported by 2008 place-based alternatives.
95.6%
Professional development for members
85.5%
69.5%
Professional development for nonmembers
54.4%
29.0%
Training for staff
For what
16.4%
purposes does
your
organization
22.1% use or plan to
Advocacy and issue education use e-learning?
18.2% Check all that
apply.
Most
respondents
29.4% indicated
Training for volunteers professional
30.9% development for
members and
nonmembers as
their primary and
33.1% secondary
Training for affiliated organizations or chapters purposes.
27.3%
7.0%
Other Current e-learning (272 responses)
14.5% Planned e-learning (55 responses)
14THE OVERVIEW
15. ASSOCIATION LEARNING + TECHNOLOGY 2011
For your organization, what are the three key benefits associated with e-learning? Please check only the three that your organization
considers most important.
Convenience, cost-effectiveness, and the ability to reach more learners were among the biggest benefits respondents associated with e-learning.
78.5%
73.0%
72.7%
Current e-learning (270 responses)
71.5%
69.1%
Planned e-learning (55 responses)
65.5%
50.9%
37.8%
25.5%
18.1%
12.7%
10.4%
6.7%
3.6%
3.3%
3.0%
1.8%
1.8%
Other
Ease of tracking continuing education for learners
Reduction of risk by diversifying product line
Ability to generate revenues
Convenience for learners
Opportunity for learners to direct their own learning
Ability to reach more learners
Cost-effectivness versus other modes
Instructional effectiveness versus other modes
Another area in which we saw percentages shift of end users (43.4 percent), and staff time required
was revenue generation—the potential for e- to develop e-learning (40.0 percent) were the top
learning to generate revenue was given more three barriers to e-learning cited by respondents
weight by respondents in 2010 than by respondents with programs already in place. There continues to
in 2008. While 31.8 percent of those already using e- be significantly less concern about technology skills
learning indicated the ability to generate revenues among those who plan to offer e-learning (24.1
as an important benefit in 2008, 38.1 precent did so percent), likely reflecting an overall sense that end
in 2010. Among those planning for e-learning, the users have become much more comfortable with e-
percentage jumped from 29.5 to 51.9 percent. learning. Concern about financial return was higher
among the group planning to offer e-learning (51.9
As with the 2008 survey, concern about return on percent) as was concern about the amount of staff
financial investment (41.5 percent), technology skills resources that will be required to develop e-learning
15THE OVERVIEW