The impact of storytelling in e-learning modules on participants’ retention of information

Céline DEBON, Léa GUIOUILLIER, Vanessa ROSEWAY

Paris Cité University, July 2024

Abstract

Learner retention and comprehension while taking an e-learning module can be achieved in many ways, for example via storytelling. Previous studies show that among the e-learning elements, including gamification and instructor-led sessions, narrative elements have been proven to positively impact how much learners enjoy, understand and remember e-learning
modules. These studies have been based primarily on students within an educational setting, however, little research has been done in the past few years about storytelling elements in e-learning courses for adults in a corporate environment. We used data from a survey disseminated to working professionals in technical writing and two e-learning modules, one with and one without storytelling elements, to test this hypothesis of a possible positive relationship between the inclusion of storytelling and learner comprehension and retention. Our findings indicate that narrative elements are useful in increasing learner retention and comprehension.

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Fostering critical thinking within elearning in the workplace

Amira HOUFAF KHOUFAF, Ophélie ETOA, Yimin ZHANG

Paris Cité University, 14/07/2024

Abstract

This article investigates the complexities and necessities of fostering critical thinking within e-learning environments, emphasizing its significance for professional training. With the rise of e-learning modules, more companies are using them for the continuous training and development of their employees. These modules cover a wide range of subjects and domains, offering unique formats and styles that change traditional teaching by providing various activities. Do they meet the needs of training employees to think critically and adapt to become more competent? Critical thinking is essential in the workplace; without questioning ourselves, we would stagnate and remain stuck in fixed thinking patterns. How can we develop critical thinking skills in a professional context through e-learning modules?

Through our analysis of various studies, interviews with e-learning designers, and surveys of e-learners, we have identified key strategies that effectively promote critical thinking. These include the use of interactive elements, diverse formats, storytelling, and student-teacher communication within e-learning modules. Integrating these elements enhances critical thinking skills, preparing employees for modern workplace demands.

Despite challenges in experimentation and measuring critical thinking, our results are promising. We encourage further studies to improve these methods and explore new approaches for developing critical thinking in e-learning contexts.

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