Not all learners are equal when it comes to training. For many reasons, the process can be more tedious for some than others. From the very beginning of the training, it is important to identify learners in difficulty in order to quickly address the possible problems at issue, because these learners are the most likely to abandon an ongoing training program.. Often the difficulties encountered are synonymous with disengagement and absenteeism. In short, quickly identifying learners in difficulty makes it possible to adapt training courses and quickly re-engage the learner (s) concerned.
What difficulties are we talking about?
Before asking the question of “how” to identify learners in difficulty, you must already know “what to identify”. The difficulties encountered by learners can be multiple, at different levels and at different intensities.. For example, they can be located at a cognitive level, when the learner is unable to understand instructions, integrate concepts or simply follow the training. The difficulties can also be techniques, for example in the event that the learner is unable to access the training content as part of theelearning.
What to remember
There are two main categories of difficulties that learners may face:
1 - Cognitive difficulties
2 - Technical difficulties.
Step 1 - Identify potential sources of difficulties in advance
Where possible, a quiz or an evaluation beforehand can provide valuable information on the community in the process of taking a course and identify possible future learners in difficulty.. This type of evaluation, to be carried out for example using the Mobile learning and in a fun way to relieve pressure, can make it possible to assess potential gaps or obstacles among participants. By orienting the questions, it is also possible to know the learning context of each learner and identify possible future problems. For example, in the case of e-learning, does the learner have the right equipment to follow the training? Can he follow the training in good conditions? In the case of face-to-face training, can certain elements cause problems in the learning journey, such as a question of tiring travel time? Do learners have concentration problems? Does the group of future learners have atypical profiles, such as people with “DYS” disorders (dyslexia, dysorthography, dysphasia, dyscalculia, etc.)? However, be careful with this last point, in a business context, many people considered “atypical profiles” refuse to give this information, for fear of being penalized or discriminated against.
What to remember
1 - A questionnaire prior to the training course makes it possible to identify potential learners in difficulty before it starts
2 - These difficulties can be multiple, ranging from concentration disorders or atypical profiles to technical or logistical obstacles
3 - Keep in mind that people considered “atypical profiles” will tend to keep this information to themselves in order to avoid penalties or discrimination.
Step 2 - Immerse yourself in the learning data
Ah this sweet refrain about data... In the context of e-learning and blended learning training, it can reveal valuable clues when trying to identify learners in difficulty. Looking at the abandonment of modules or courses allows, for example, to question learners about the reasons for this abandonment.. Is it a lack of understanding of the instructions? Is it a technical problem? Does the content take time to load? Does the learner have difficulty managing their time?
Tracking connections can also help identify learners who simply don't use or don't use digital training tools enough, such as a mobile learning application.. In this case, the learner may lack the time to train, or simply does not have the appropriate equipment for this. Finally, data concerning the error rate can make it possible to identify difficulties in understanding or integrating instructions or concepts. In some cases, the learner forgets the concepts as he progresses through the modules, and encounters difficulties in retrieving them. The repetition of the modules dedicated to each concept or the use ofAdaptive learning may help with the retention of information in this case.
What to remember
Delving your nose into learning data allows you to:
1 - Identify learners who do not complete the modules, ask them about the reason (s)
2 - Identify learners who are not connecting and tap their fingers to understand why
3 - Identify learners who have a high error rate and understand the causes.
Step 3 - In person and in social learning, be vigilant
As part of the face-to-face training phases or in Social learning, Having learners in front of you physically or seeing them interact can provide valuable clues to identify struggling learners.. For example, some learners who cannot keep up for any reason tend to have their noses up regularly or show a clear lack of interest. Of course, it can also mean that the trainer and/or the training content are very boring, but if you are in this case, the number of students who show signs of disinterest will be quite high. On the other hand, another way to identify learners in difficulty and to look at their propensity to participate during social learning phases. A learner who is withdrawn, who participates less or not at all, who does not engage in forums or group activities should be questioned about the reasons.
What to remember
1 - Observing learners in person makes it possible to identify those in difficulty, clue: they often tend to have their noses up and seem disinterested
2 - On the other hand, if there are many disinterested students, it may be the training itself that should be questioned
3 - Learners who engage little or not at all in social learning can also be learners in difficulty.
