E-Learning Methods

Abstract
Information and communication tools (ICT), Web 2.0 applications and the impact that
these resources are having on education are rapidly creating new challenges for teachers
and learners faced with learning online. Teaching and learning in an e-learning
environment happens differently than in the traditional classroom and can present new
challenges to professors and learners participating in this online learning environment.
Objectives: The purpose of this article is to provide a framework for teachers for a better
e-interaction with students. Approach: It shows the literature and research that focus on
e-learning statistics.

Results

Continuing to learn and try new methods of communication will aid in improved learning
and foster teacher-student respect and collaboration. Value: There are effective
techniques to presenting face-to-face material in the online environment that will allow the
student to achieve a higher level of satisfaction of learning and cognitive understanding of
the course material.

Electronic content (e-content) which is also known as digital content refers to the content or information
delivered over network based electronic devices or that is made available using computer network such as
internet. According to Oxford dictionary ‘e-content is the digital text and images designed to display on web
pages’. According to Saxena Anurag(2011) ‘E-content is basically a package that satisfies the conditions
like minimization of distance, cost effectiveness, user friendliness and adaptability to local conditions’.

Well developed e-content can be delivered many times to different learners. Individual course components
i.e. units, lessons and media elements such as graphics and animations can be re-used in different
contexts.

12.3.1 Designing and Development of E-content

The purpose of e-content development is to create an information rich society. Every one in the society is
empowered to create, receive, share and utilize information for their progress. Very well designed,
developed and validated e-content will provide access to high quality meaningful digital content and serve
as an effective virtual teacher.
E-content design, development and approach will depend upon the nature of the content
and the learners. It will also depend on the quality and complexity the learning you wish to
create. Various instructional design models are available according to our requirements.
Most of the models involve the process of analyzing the learner needs and goals of the
instructional material development, development of a delivery system and content, pilot
study of the material developed, implementation, evaluating, refining the materials etc. In
designing and development of E-content we have to adopt one of the instructional design
models based on our requirements. Before understanding the designing and development
of e-content it is essential to understand the meaning of instructional design.

According to Wikipedia ‘instructional design is the practice of creating instructional

experiences which make the acquisition of knowledge and skill more efficient, effective
and appealing. The process broadly consists of determining the current status of learner
understanding, defining the end goal of the instructional material and creating some
‘intervention’ to assist the transition. This systematic approach provides a step by step
process for the analysis of the learners’ needs, the design and development of the
material'. Most common and popular model used for creating instructional materials is
the ADDIE model. This abbreviation stands for the five phases involved in the model.
They are analyze, design, develop, implement and evaluate. This model is initially
developed by Florida State University to explain the processes involved in the formulation
of an instructional systems development (ISD) program for military inter-service training.
ISD was meant for training individuals to do a particular job. This can also be applied to
any inter-service curriculum development activity. Originally the model contained several
steps under its five original phases (analyze, design, develop, implement and evaluate).
Over the years the steps were revised and finally the model itself became more dynamic
and interactive.

Analysis: It is the first phase of this model meant for examining the suitability of the e-content to be
developed. It is related to analyzing the learning needs, context, learner, task and content. Analyzing the
learning needs is identifying the needs from the perspective of different learners, teachers, subject experts,
practitioner, policy makers etc. Needs are to be clearly stated.

 Contextual analysis is collecting data related to the context of learning such as learning
environment. Whether the e-content developed is for the individual or group, formal or informal,
facilitated or self-learning etc.
 Learner analysis is collecting data related to learners academic levels and attributes such as skills,
motivation, visual literacy, language competency, learning styles etc. That is nothing but preparing
the learner profile. It helps to know about the learner.
 Task analysis is stating the purposes of developing the e-content. Deciding whether that is
developed for educating, training, creating awareness, developing skills etc.
 Content analysis is nothing but preparing a content outline. Good content comprehension is
required before designing and developing content. It includes verifying the content with respect to
cognitive appropriateness, factual accuracy, completeness etc. It also includes classifying the
content into facts, concepts, principles, processes and procedures.
Design: It is concerned with defining the learning objectives, structuring the content logically, specifying the
instructional and evaluation strategies, and preparing for visual and technical design.

 Learning objectives are to be defined in clear, realistic and measurable terms. Learning
objectives are the statements that describe what the learner will be able to do at the end of the
course or program. Learning objectives should specify performance and communicate their
purposes. Prepare a detailed content outline in which content is thoroughly analyzed and logically
organized. Content is to be structured logically following simple to complex, known to unknown,
concrete to abstract, general to specific etc.
 Instructional strategies are to be stated clearly. Depending on the learning style and nature of the
content we have to decide the appropriate instructional strategy. Appropriate media mix that is
combination of audio, video, graphics, animation; simulation etc is to be decided.
 Learner evaluation strategies such as practice, computer marked or tutor marked assessments,
pretest, post-test, remedial tests etc are to be specified. We have to decide about the formative and
summative assessments. Before developing the content for the selected course review the
proposed learning objectives. Make sure that content, assessment tests and exercises match the
objectives stated. Provide the information and knowledge required to meet the learning objectives.

Development: It is related to the creation of story board. Story board is nothing but scripting the entire
course content. The term ‘story board’ is taken from film production. In a movie it indicates the visual
representation of the various scenes. In e-content development the story board describes step by step
script of the final outcome of the e-content i.e. story board is created to provide a blue print of the course
with each and every detail along with the content notes. The story board is created based on the objectives
and instructional strategies. Here the developers create and assemble the content assets and learning
objects. Programming and integration of all media elements into a cohesive multimedia package are the
part of this phase.

Implement: In the implementation phase, materials are distributed to learners. A comprehensive

implementation strategy document is developed. This document should cover the course curriculum,
learning outcomes, method of delivery in terms of hard ware and soft ware requirements and testing
procedures. Ensure that the web site is functional if the material is on the web site.

Evaluation: The evaluation phase consists of two parts i.e. Formative and summative evaluation.
Formative evaluation is present in each stage of the ADDIE process. Summative evaluation determines the
adequacy of the distributed materials in achieving the course objectives. Material is to be revised at all the
stages based on the feedback received.

Using eLearning Technologies To Improve Educational Quality Of

Language Teaching
Use of computers and new technologies have become a crucial part of learning as well as teaching. E-learning today has been a key factor in
various industries and teaching is one among them; especially teaching language. E-learning has redefined some strategies and concepts of
teaching that have enabled the teaching community to perform better. The following article will talk about how e-learning courses have
redefined the language teaching practices.

1
SHARES
How To Use E-Learning Technologies To Improve Educational Quality Of Language Teaching

E-Learning or technology in learning has become a buzz in the education industry and today it caters to the needs of modern-day learners.
Infusing technologies in classroom learning have added to stimulus and enhanced learner's interaction within the classroom. E-Learning has a
vast presence in almost every field. Language teaching is one such field where technology has taken over and improved the ways of learning.

Take for example, the English language. Teachers today use different techniques like movie-clippings, advertisements, commentaries,
dramatics and more. Not only it makes the session much more interesting than the old book style teaching but also keeps the learner attentive
during the class. E-learning has also changed the perspective of distance learning. The modernization lets the students be equally interactive
like someone present physically.

The Teaching Style Then (Past Trends)

Language teaching has evolved over the centuries. Earlier the language was taught as a subject rather than developing a skill. The methods
used then ignored the development of oral proficiency of the learners. To name a few of the methods that were a part of learning processes in
the past include:

 Grammar-Translation Method

 Bilingual Method

 Direct Method

 Audio-Lingual Method

 Structural Approach

 Communicative Language Training

Teachers have been in constant search of more effective and better ways of teaching language.

Getting to Know the Current Trends in Language Teaching

Teachers today have realized that the old concept of teachers reigning a class with passive students. Today considering the need of the hour,
language teachers today organize a number of conferences and seminars to create a platform where they can keep themselves updated about
upcoming ideologies in the language teaching techniques and technologies, keeping themselves professionally updated and equipped with the
current trends.

Current trends include a proper blend of edification and e-learning tools.

E-Learning Tools and their Use in Language Teaching

A diverse range of technological tools that can be used by capable teachers to enhance learning and teaching situations. These tools make
learning more interesting, interactive, meaningful and stimulating for the students. These tools are powerful as they are capable of bringing a
change and reform traditional forms of learning.
Internet, YouTube, Skype, Twitter, Smart-boards, Blogs and Podcasting are some of the successful tools that have changed the way language
is taught.

The Teaching Job Sector; How E-Learning has benefited the teaching jobs?
Teaching is considered one of the best jobs and with the development in technology, these have also become one of the most interesting
jobs. Online teaching jobs today are gaining fame and people with an added advantage of e-courses certification are an edge above the rest.
Also, if you are willing to teach, but have a regular job you can enroll yourself for an online teaching program where you will be required to give
classes once or twice a week.

E-learning has let no geographical barriers take away the will to teach or learn. In this era, to grab an e-learning teaching job, you should have
an expertise in subject matter and networking.

Analyzing the job market in this industry, today there are a number of jobs that require the knowledge of e-learning. Distance education
universities, even corporates and offices conduct e-learning modules to train their employees.

On the Concluding Note

The efforts of teachers and technology combined to improve the quality of education and learning attempts to emphasize a number of
advantages. Though the use of e-learning is growing in language teaching, there are still certain drawbacks attached to it. Advancement in E-
learning extends further possibilities of learning going beyond traditional way of teaching.

Easy access to materials, flexible space, time and pace of study and immediate feedback are some of the advantages that make language
learning a fun thing to go.

Also, introduction to online teaching adds to the enrichment of learning a foreign language. Overall the advantages are numerous. But talking
about the other side, there are some drawbacks that can keep the traditional method at an edge. The creation, preparation and uploading of the
material is time-consuming and requires the teachers to put in a little extra effort that is required in the traditional methods of teaching.

e-content deliveries:-

When you're on the internet watching videos, perusing pictures, listening to music, or reading blogs, do you ever stop to wonder
exactly how that content made it from the original creator to your computer screen? After all, content doesn't just magically appear,
right?
Content delivery describes the process of delivering media over a medium such as the internet or broadcast channels. Content
delivery also consists what form the content takes. Today, the best mode of delivery often depends on what kind of audience will be
consuming the content.

How to Choose a Content Delivery Method

The first step to determining how you should deliver content is to understand who your audience is, and then how that audience will
want to consume your content. While having fresh, engaging content is important, presenting that content in an accessible,
satisfying way is equally important. If your audience tends to rely on email to communicate with your brand, maybe it is best to use
an RSS feed to relay important customer information or promotions. Perhaps a company may want to experiment with video, but
instead of asking consumers to download the video, maybe it is best to stream it. With mobile devices continuing to gain popularity,
it might be time to look into creating and distributing an app. An audience that frequently uses tablets and e-readers to consume
content may be more receptive to an email blast than a video.

The next step in achieving content delivery success is understanding where your targeted consumer audience spends its time online.
For example, according to YouTube, 800 million people visit the site per month. Therefore, if you want to distribute a video,
putting that video on YouTube might be a good place to start. Knowing who you want to reach and how they want to be reached is
half the content delivery battle.
The Technical Side of Content Delivery: CDN
If your business is planning on providing content to a large group of internet users, consider employing the services of a Content
Delivery Network (CDN), such as Akamai Technologies, EdgeCast, or Amazon CloudFront. PC Magazine describes a CDN as
"distribution system on the Internet that accelerates the delivery of webpages, audio, video and other Internet-based content to users
around the world." To get more specific, according to Webopedia, a CDN "copies the pages of a website to a network of servers
that are dispersed at geographically different locations, caching the contents of the page. When a user requests a webpage that is
part of a CDN, the CDN will redirect the request from the originating site's server to a server in the CDN that is closest to the user
and deliver the cached content. The CDN will also communicate with the originating server to deliver any content that has not been
previously cached."
Don't Limit Your Content's Reach
Don't throw all of your content delivery eggs in one basket. A 2011 industry report from Davencroft, a company that provides
market research and strategic analysis for digital media, found that multi-platform content delivery has become a dominant trend in
2011. This means that choosing just one form of content delivery doesn't cut it anymore. Just look at the different options
consumers now have to watch a TV show. They can watch it at the time it airs, record it on their DVR, subscribe to a site like Hulu
and watch it from multiple devices, or stream it from a network website. With all the different ways consumers can obtain content,
why limit how you provide it?

Five Technological Considerations When Choosing

an E-Learning Solution

E-learning is first and foremost about learning. Without a focus on the learner, the learners'
needs, and the aptitude of the learner, e-learning cannot take place. However, the enabler for all
this online learning is technology. An online learner cannot learn if he or she is encountering
technical difficulties.

To make e-learning successful, the technology must have several characteristics that make the
learner's and the instructor's experience enjoyable. Nothing dampens a new e-learner's enthusiasm
more quickly then technological glitches or kills an instructor's drive to work online like difficult-
to-use software.

This article looks at different e-learning technologies and briefly discusses the pros and cons of
each. It then explains five technology characteristics that you should look for when selecting an e-
learning solution.

Regardless of whether your focus is academic or corporate, you should look for the following five
characteristics to aid you in choosing an e-learning program that supports instructors and learners.
E-Learning Technology
There is a continuum of e-learning software with simple HTML on one end of the spectrum and complex,
enterprise-wide Learning Content Management Systems on the other. One of the secrets to successful e-
learning implementations is to choose the correct software for the correct need. The e-learning software
must satisfy the needs of the online learner, the online instructor and, in many cases, individuals in an
administrative capacity who must track and maintain learner records. Generally, there are five types of e-
learning software that can be used alone or in combination. These are:

 Programming Languages
 Authoring Packages
 Learning Management Systems
 Content Management Systems
 Learning Content Management Systems

Programming Languages: The most common programming language for online learning is Hyper
Text Mark Up Language which is better known as HTML. It is possible to develop a simple,
online lesson using straight HTML. However, the use of straight HTML does not provide for a
high level of interactivity or interaction on behalf of the learner. Most online learning sites that are
based on programming languages add items like Java, JavaScript, PEARL, or even CGI scripting
to increase the level of interactivity between the learner and the software. Programming languages
provide a great deal of flexibility and freedom to the developer when creating online learning. The
difficulty is that maintaining customized sites and developing in a programming language can be a
cumbersome task for an instructor. In addition, most instructors don't know enough programming
to develop an effective site.

Authoring Packages: These packages are designed specifically to overcome the difficulty most
instructors have with using programming languages. Most authoring packages are visually oriented
so the learner doesn't need to know any coding. The software performs the coding "behind the
scenes." All the instructor needs to worry about is placing the correct information in the right
place. He or she inserts an image, highlights text or moves objects around the screen with a mouse.
The software takes care of coding interactions and functionality in the background.

These authoring packages include Macromedia's Dreamweaver and products like TrainerSoft and
Lectura. More and more of these packages are being made available by various vendors.

A drawback of many of these packages is their inability to track and monitor the performance of a
multitude of learners over time. These packages are typically designed for the creation of a lesson
and immediate feedback to the learner but not for long term storage of performance data.

In addition, most of these authoring packages do not have features that enable interaction in "real
time" between and among students. These packages don't have chat rooms, threaded discussions or
two-way audio features. They are limited in terms of learner interactivity.
Learning Management Systems (LMS): These systems are specifically designed to track the
performance of a multitude of learners. They can be academically focused like Blackboard, e-
College, or WebCT, or more focused toward corporations like Docent, Saba, and Click2learn's
Aspen. There are literally hundreds of academic and commercial Learning Management Systems
from which to choose. The commonality among LMS e-learning platforms is that they can track
and store user performance on built in assessment; they can track the number of hits to a certain
area of the site; and they can track the amount of time a learner has spent in a certain area of the
course.

These systems allow learners to register for courses. Once registered, the system will automatically
send reminders to students to take a required online class. These systems allow for the
management of most administrative functions. Students can check grades, turn assignments into
virtual drop boxes, chat with other students, and participate in special group areas where only
designated group members can enter.

Content Management System (CMS): While it is critical that learners are managed properly,
another management issue with online instruction involves the tracking and cataloging of graphics,
sound files, video files, and text files.

A CMS helps instructors catalog, track, and manipulate content used in online courses. For an
individual instructor or a person working alone, content management is usually not a critical
element. The instructor has some CD-ROMs or content on their workstation and simply
remembers where a certain file is stored. When multiple instructors are creating courses, the task
of managing content becomes more difficult.

A CMS is a database of content which is assigned keywords and extensive search capabilities so
that an instructor or developer can easily locate what he or she is seeking. The instructor might
type the key words "business person" and receive a listing of photographs, line art, and video clips
all containing individuals in a business setting.

A CMS is effective when large numbers of instructors are all focused on developing courses and
have a desire to reuse content in a variety of courses. Reusing content cuts down on development
time because, instead of creating a new image of a business person, the CMS allows the instructor
to simply find an existing image.

Learning Content Management Systems (LCMS): These systems are simply a combination of
several types of e-learning software. Most LCMS provide the capability of tracking users, the
ability to author content, and the ability to store and retrieve content when needed. These "mega"
packages allow an organization to have an enterprisewide solution that takes care of every e-
learning software need.

If the systems are implemented properly and used appropriately, they can be cost effective.
Unfortunately, many times these systems are implemented into organizations without a clear
understanding of how they will be used and without a plan for maximizing the functionality of the
system. To effectively use an LCMS, training and instruction must be provided.

Five E-Learning Software Characteristics

Regardless of what level of software you choose for your e-learning solution, you need to consider five
characteristics. These are maintainability, compatibility, usability, modularity, and accessibility. Each of
these characteristics is critical for success. It is important to note that, in reality, many of the
characteristics overlap. However, looking at the five characteristics individually helps to ensure a broader
understanding of the technological needs of e-learning solutions.

1. Maintainability: The ability to maintain, over the long-term, your e-learning technology is critical.
If it is difficult to add new users or delete old ones, hard to add content or inconvenient to recycle
quizzes, instructors are going to abandon the technology quickly. In addition, if it is hard to
perform updates or increase the sever capacity, problems will arise. You do not want to be at the
mercy of a vendor for maintenance, changes, and alterations to your e-learning.

The system should be easy to administer and should be simple to update course content
using pre-existing templates. Look for e-learning software that separates content from
structure so you can update content without accidentally deleting critical navigational or
menu items. Check out the help system to make sure that it is, indeed, helpful.

Examine the software. Make sure you are comfortable with maintaining both the content
and the software itself. Look for the ability to recycle a course by removing users and test
results but not course content. If a course is used over and over again, you want features
that allow you to quickly move the old learners out and the new learners in. You also want
the ability to archive records of past learners.

2. Compatibility: Look for a solution that is compatible with other e-learning solutions on the market.
You do not want to end up with a proprietary product that links you and the e-learning vendor
together for life. Select a vendor that uses software and standards that are widely recognized.
While it is impossible to have a solution that is "compatible with every known LMS or standard on
the market," it is possible to choose e-learning solutions that are widely recognized and utilized.

Even though several groups are all vying for the right to claim to have the standard in e-
learning, you can still make choices that ensure some level of interoperability. First, you
need to determine which of the standards are most relevant for your situation. Ask
questions like:

o Do we need to move content from one Learning Management System to another?

o Are we creating content to be placed into many learning management systems?
o Are we going to use the authoring package that comes with the LCMS we purchased?
o Do we need to find employees who can quickly create courses using this software?
 One way to ensure compatibility is to seek e-learning software that adheres to certain
standards that are emerging within the e-learning industry. The basic ideal behind e-
learning standards is to allow one vendor's e-learning modules to share information with
another vendor's module. Standards allow e-learning modules to easily share information
with LCMS or LMS systems. If all vendors adhere to the same standards, a learning
module or learning object can be used interchangeably in multiple LMS or LCMS systems.

There are several organizations which are developing standards. These organizations are
the AICC (Airline Industry CBT Committee), the quasi-governmental organization
Advanced Distributed Learning (ADL) who is working on SCORM (Sharable Content
Object Reference Model), and IEEE (Institute of Electrical and Electronics Engineers).

The most comprehensive is the SCORM project which encompasses many of the other
standards. The important element in looking for compatibility is to understand that
compliance with a standard like SCORM doesn't automatically ensure interoperability.

Interoperability is the ability to take one learning course and use it in many different
learning management systems seamlessly. The standards are currently ONLY guidelines
for interoperability and can still be interpreted differently by different vendors. It is
important to know what types of courses you want to interact with your LMS, so determine
from the vendor whether or not those courses can function with their LMS. Don't take it for
granted that a SCORM compliant course automatically links with a SCORM compliant
LMS.

3. Usability: Another technical issue you want to address is that of usability. You want to be assured
that the e-learning solution is easy to use. This is important because if technology is seen as
cumbersome or difficult to navigate, the potential learners or instructors will never use it. You
want the software to be intuitive. It should be easy to find the help menu, easy to move from one
section of the course to another, and easy to have communications with the instructor.

Instructors are not going to want to read a huge, thick manual to be able to understand how
to create instruction. Or spend hours trying to figure out how to create a quiz. The software
needs to be simple and straightforward. This is true not only for the instructor and learners
but for the administrators as well.

4. Modularity: E-learning solutions can now be developed as small interchangeable knowledge

objects. A knowledge object or learning object is small piece of instructional content. It is a
small chunk of self-contained information that can be reused as necessary to meet the
instructional needs of the learner. Learning objects are small pieces of instruction that can easily
be moved from one course, lesson, or program to another completely different piece of e-
learning. The idea is to reduce development time because once you develop the learning object,
you can reuse it again and again.
 The analogy most often used for learning objects is one of plastic, interchangeable blocks.
Each learning object is self-contained but can easily be added to or subtracted from similar
pieces, just like Lego blocks. These blocks can be snapped together, unsnapped and re-
arranged in different configurations regardless of their size or color—they are all
interchangeable.

If you are considering reusing bits and pieces of your course materials, you need an e-
learning system that supports this type of functionality. Look for systems that allow you to
determine the learning objects and that require the instructor to link the learning objects to
specific learning objectives.

5. Accessibility: This can cover two layers. The first layer is that the e-learning program is accessible
to all individuals regardless of physical obstacles. This may mean that your e-learning software
conforms to the Americans with Disabilities Act (ADA) Section 508 standards. This can be required
when you are doing work for the federal government. You may need to make sure your e-learning
is compatible with screen readers. Screen readers are software that literally reads the words on
the Web page to an individual who is unable to see the text.

While most of the screen readers do an excellent job of reading text, an instructor or course
developer can make it easier on the learner by following certain conventions. One such
convention is to add an alternative tag to each graphic to explain the purpose and meaning
of the graphic.

Second, you have to make sure that the technology you are purchasing is available to all the
users. For example, if some of your learners do not have the latest Macromedia Flash plug-
in, then the learners won't see your brilliant simulation you created using the latest version
of Flash, or if the table structure you use is for a 5.0 browser and your students have a 4.0
browser, they may not be able to access the information they need.

You need to know that your learners can gain access to e-learning without any technical
obstacles. Your e-learning software solution needs to be checked in the browsers that are
going to be used by the learners. You need to check several scenarios to make sure e-
learning works when it should on the platforms it should. It is best to check the solution on
a few representative machines or workstations rather than rolling out to 40,000 people only
to have it fail. If you can't control the technical environment of the learners, you must make
strong recommendations about the configuration of their equipment.

Conclusion
The electronic portion of e-learning is critical to the success of the student and to the online program.
Consideration must be given to the type of e-learning software you want to employ to reach your learners.
Your e-learning solution might range from developing a simple Web page to add value to a class or it may
involve a full-scale Learning Content Management System that includes learning registration as well as
course development.
Regardless of the solution needed, you must consider five elements of any e-learning technology.
If you consider the elements of maintainability, compatibility, usability, modularity, and
accessibility when choosing your e-learning software, you will have a smoother more effective e-
learning implementation.

Careful consideration to the type of e-learning solution you need to meet the needs of learners,
administrators, and instructors will help ensure e-learning success. Let the instructors and learners
focus on the learning and not the "e."

Karl M. Kapp, Ed.D., CFPIM, CIRM, is an Associate Professor of Instructional Technology at Bloomsburg
University where he teaches a number of Web-based courses. He is also the Assistant Director of the
Institute for Interactive Technologies at Bloomsburg University. As Assistant Director of the Institute for
Interactive Technologies (IIT), Karl helps organizations such as Aetna, CIGNA Healthcare, the Pennsylvania
Department of Public Welfare, and L'OREAL understand how e-learning technologies impact employee
productivity and learning.

Look for Karl's most recent book titled Winning

E-Learning Proposals: The Art of Development and Delivery. It not only explains e-learning
proposal writing but also project management, e-learning development time estimations, and
technological considerations when choosing an e-learning vendor. Visit Karl
at http://www.karlkapp.com/.

The Top 5 User Testing Methods

THE TOP 5 USER TESTING METHODS

by Nick BabichP O ST ED O N 0 2 - 2 3 - 2 0 1 7

In an industry devoted to the people who use our products, services, and apps, user testing is
paramount. The main goal of user testing is to inform the design process from the perspective of
the end user. User-centered design is focused on designing for real users, and user testing tells us
who that person is, in what context they’ll use a product, and what goal they are looking to
achieve.

UX researchers have developed many techniques over the years for testing and validating their
ideas, ranging from well-known lab-based usability studies to those that have been more recently
developed, such as unmoderated online UX assessments and guerilla testing.

Some of the most popular forms of testing are usability testing, focus groups, beta testing, A/B
testing, and surveys:
1. Usability Testing

Usability testing is the process of watching/tracking an actual user while they use your product to
see if it’s in fact usable. Usability testing is the best way to understand how real users experience
your website or app. It’s also flexible for collecting a range of information about users, and it’s
easy to combine with other techniques. Usability testing is a cornerstone of UX practice.

When it comes to usability testing, one of the most important decisions you’ll make is whether
someone should moderate the session.

Moderated Usability Testing

Moderated usability testing is practiced by professionals looking to obtain feedback from live
users. During a moderated test, moderators are ‘live’ with test participants (either in person or
remotely), facilitating them through tasks, answering their questions, and replying to their
feedback in real time. Live communication with test participants is a strength of this type of
testing, because nothing beats watching participants in real time, and being able to ask probing
questions about what they are doing.

Tip: If you want to use moderated testing, make sure you follow these 20 tips for moderated
usability testing.

When To Use

Moderated tests are recommended during the design phase – when a team has a design that hasn’t
yet been fully developed. You can run a moderated test to find the potential issues of your working
prototype. By watching participants reactions on your prototype, you can gather baseline data that
can save you from spending a lot of design and development time on a product that are difficult to
use.
Things To Remember

A moderator can help probe the participant to delve deeper, keep the participant on track, and help
clarify any confusion. However, a very common mistake moderators make is to tell a participant
what to do. There is a fine line between guiding and helping a user. Thus, you need to find a
balance to keep the participant on task, while not messing with their natural experience. When this
balance is struck properly, even the most convoluted of tasks can provide rewarding feedback.

Unmoderated Remote Usability Testing (URUT)

Unmoderated remote usability testing, as the name implies, occurs remotely without a moderator.
It offers quick, robust, and inexpensive user testing results.

This method is usually based on the use of usability testing tools that automatically gather
participant feedback and record their behavior.

URUT has following benefits:

 Participants complete tasks in their own environment without a moderator present, which leads
to the product being used naturally.
 URUT is conducted online much like a survey with pre-determined tasks, so it can be completed in
the participant’s own time without requiring the hassle of coordinating schedules.
 Unmoderated tests can also be run concurrently, allowing for a much greater volume. The turn-
around time for unmoderated tests is often significantly faster than that of moderated tests. Data
can be collected in as a little as a few hours depending on sample size and testing criteria.
 The cost is usually quite low since you don’t need to pay for moderators or an equipment setup.
You can get maximum value for minimum cost when tasks are written as clearly as possible.
When To Use

 When you need to obtain a large sample in order to prove key findings from your initial
moderated research.
 When you have very specific questions about how people use a user interface for relatively simple
and straightforward tasks.

Things To Remember

 URUT should not be used as a replacement for moderated usability testing. Instead, it’s best when
you use it in conjunction with moderated testing.
 The lack of a moderator means less control, less personal observation, and a higher risk of
confusion. Thus, to run a test successfully you need to set clear expectations for participants—it’s
crucial to ensure that tasks are clear and user-friendly.
 Be mindful of how much time participants spend with test. Kyle Soucy suggests an unmoderated
test should be 15–30 minutes in duration, and comprised of approximately 3–5 tasks, because the
dropout rate tends to increase if a test takes longer.

2. Focus Groups

Focus groups are a tried and true method of communication between a researcher and users. In a
focus group, you bring together 6 to 12 users to discuss issues and concerns about the features of a
UI. The group typically lasts about 2 hours and is run by a moderator who maintains the group’s
focus.

Tip: Check out the article The Use and Misuse of Focus Groups on how to effectively utilize focus
groups for user testing.
When To Use

Focus groups can be a powerful tool in system development. This technique can help you assess
user needs and feelings both before a product’s design and long after its release. In website or
mobile app development, the proper role of focus groups isn’t to assess design usability, but to
discover what users want from a product—their personal thoughts and preferences.

Things to remember:

 Focus groups shouldn’t be used as your only source of user testing data. They are a rather poor
method for evaluating interface usability as individuals rarely get the chance to explore the
product on their own.
 It’s recommended to run more than one focus group, because the outcome of any single session
may not be representative.

3. Beta Testing

Beta testing allows you to roll out a near-complete product to individuals who are happy to try it
and provide critical feedback. This testing method allows you to ask users questions after they
have the new product, track their usage and have them file bug reports.

When To Use

You should use this testing when your product is near complete and you want to put it in the hands
of the end users to gather feedback. Beta testing a good way to market your product and get
constructive feedback in order to refine the design to improve the product.

Things To Remember

Sufficient testing should be carried out before releasing a product to the customers. Naturally, you
don’t want your users to find and report bugs, you simply want their feedback on product features
and usability.

4. A/B Testing

An A/B test is ideal as the appropriate testing method when designers are struggling to choose
between two competing elements. This testing method consists of showing one of two versions
randomly to an equal number of users, and then reviewing analytics on which version
accomplished a specific goal more effectively.

Tip: You can define stronger A/B test variations through UX research.

When To Use

A/B testing is good when trying to detect small differences in designs. This testing is particularly
valuable when comparing a revised screen to an older version.

Things To Remember

With A/B testing you only find the best option from among the available variations. These
variations should be selected very carefully. If the variations are only based on internal experience
and opinion, the testing won’t find the optimal design.

5. Surveys

Questionnaires and surveys are an easy way to gather a large amount of information about users,
with minimal time invested. A researcher can create a survey using tools
like Wufoo, SurveyMonkey or Google Forms, send it out, and receive hundreds of responses in
just minutes. The right questions can uncover customer needs, desires, and pains.

Tip: Here is a great step-by-step guide of creating a survey.

When To Use

Surveys can help you accumulate quantitative data about overall user satisfaction or collect
quantitative data to support qualitative research findings.
Surveys are also good when you need to gather feedback about a brand new feature.

Things To Remember

 You can’t study user behavior with surveys. If you want to study how your visitors behave or what
usability problems they face during an interaction with your product, consider other research
methods.
 Creating a survey looks like a quick and easy task, but in reality it is the opposite. A significant
amount of time should be dedicated to preparing surveys. It’s important to get the questions right
and direct them at the right audience.

Conclusion

User testing is an essential part of the design process – it’s a fantastic way to understand how your
user base interacts with your product. As you just saw, different types of user testing suit different
types of goals. Ultimately, the best format of user testing depends entirely on what your product is,
what you’re looking to learn about it, and how much time you have available. So it’s up to you to
consider which method will best suit your needs in order to gather the most valuable feedback on
the user experience of your product.

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