The effectiveness of distance learning significantly depends on the technology used in it. The capabilities and characteristics of distance learning technology should ensure the maximum possible efficiency of interaction between the student and the teacher within the system. Difficult-to-use software not only complicates the perception of educational material, but also causes a certain rejection of the use of information technology in education.

The successful implementation of distance learning is based on the right choice of software.

In all the variety of means of organizing distance learning, the following groups can be distinguished:

copyright programs (Authoring Packages) - are most often some local developments aimed at studying individual subjects or sections of disciplines. The teacher here develops and creates teaching materials. As a rule, such products are designed to create lessons with immediate feedback from the learner, and not to store information about the learning process for a long time. Such developments, on the one hand, are an indispensable tool for activating educational material during classroom classes, students' independent work; on the other hand, the lack of feedback from students and the teacher greatly reduces the effectiveness of their use;

learning management systems (Learning Management Systems - LMS) - designed to control a large number of trainees. Some of them are focused on use in educational institutions, others - on corporate training. Their common feature is that they allow you to follow the training of users, store their characteristics, count the number of visits to certain sections of the site, and also determine the time spent by the trainee on completing a certain part of the course. These systems allow users to register for a course. Registered users are automatically sent various kinds of information about current events and necessary reporting. Learners can be organized into groups. In addition, there is the possibility of testing knowledge and online communication;

content management systems (content) (Content Management Systems - CMS) - provides opportunities for posting e-learning materials in various formats and the collaborative process of creating, editing and managing content. Typically, such a system includes an interface to a database with the ability to search by keywords. Content management systems are especially effective when a large number of teachers are working on creating courses and need to use the same pieces of learning materials in different courses;

learning content management systems (Learning Content Management Systems - LCMS) - combine the capabilities of the two previous control systems and are currently becoming promising in terms of organizing distance learning. The combination of managing a large flow of learners, the ability to quickly develop courses, and the availability of additional modules allows learning management systems and learning content to solve the problems of organizing learning in large educational structures.

Learning management systems are characterized by a high level of interactivity and allow people who are in different countries and have access to the Internet to participate in the learning process. With their help, the learning process can be carried out in real time.

There are a number of LMS systems that provide training via the Internet. Consider the main software platforms for organizing distance learning:

1) ILIAS- a free learning platform that allows you to create methodological and educational materials for distance learning, as well as organize connections and build interaction between teachers and students, test and evaluate the knowledge of the latter. ILIAS supports Russian. Unfortunately, this system does not differ in the speed of entry, that is, the system is not yet so intuitive. It has a beautiful interface, supports a large number of features, but understanding it right away is not so easy for both the student and the teacher. For work, the user needs to learn how to work with it, or modify it (adapt and simplify) to suit their own needs.

Rice. 1. ILIAS demo mode

2) ATutor- a free learning platform similar to the ILIAS system from Canadian developers. The system interface is simple and understandable. The system supports Russian, which is a plus. However, this does not apply to documentation. The start page of LMS ATutor is shown in Fig. 2;

Rice. 2. LMS ATutor start page

3) OpenELMS is a joint project aimed at organizing and implementing a distance learning system for use in commercial and educational organizations. This platform is a free software product. The OpenELMS LMS software is both comprehensive and fundamentally easy to use. The start page of the LMS OpenELMS is shown in Fig.3;

Rice. 3. LMS OpenELMS start page

4) dokeos is a free software product used by international companies, federal governments and universities. This platform was created to build distance learning websites. It is more suitable for organizations than universities, as it is focused on professional clientele, for example, on enterprise personnel. An example of the implementation of a lecture in LMS Dokeos is shown in Fig. four;

Fig.4. Implementation of a lecture in LMS Dokeos

5) Sakai is a freely distributed software shell that is developed and used by the international community of major universities. This is a constantly evolving project. Sakai software includes many features for course development and course management system organization, as well as document management, forums, chats, online testing. The start page of LMS Sakai is shown in Fig. 5;

Fig.5. LMS Sakai start page

6) Moodle(English) Modular Object-Oriented Dynamic Learning Environment- modular object-oriented dynamic learning environment) - is a free learning management system. The system is focused primarily on the organization of interaction between the teacher and students, although it is also suitable for organizing distance courses, as well as supporting full-time learning. The Moodle system has been translated into dozens of languages, including Russian, and is used by almost 50,000 organizations from 200 countries around the world. An example of the start page of the educational portal of the Altai State Technical University (AltSTU) based on LMS Moodle is shown in Fig. 6;

Rice. 6. Start page of the AltSTU educational portal based on LMS Moodle

The Moodle Learning Management System is a management system specifically designed to create quality online courses. In terms of its capabilities, Moodle compares well with well-known commercial distance learning systems. At the same time, this system compares favorably with them in that it is distributed in open source code - this makes it possible to customize the system to the specifics of a particular educational project, and, if necessary, to embed new modules into it.

Ample opportunities for communication is one of the strongest points of Moodle. The system supports the exchange of files of any format - both between the teacher and the student, and between the students themselves. The mailing service allows you to quickly inform all course participants or individual groups about current events.

An important feature of Moodle is that the system creates and stores a portfolio of each student: all the work submitted by him, all grades and comments of the teacher on the work, all messages in the forum.

The teacher can create and use any grading system within the course. All marks for each course are stored in a summary sheet. It allows you to control the "attendance", the activity of students, the time of their educational work in the network.

The modular structure of the system ensures ease of use of the system for students and teachers.

The presence of an open community, consisting of more than 50,000 users of the system and more than 3,000 implemented distance learning systems around the world, allows for effective exchange of experience.

According to numerous studies of the capabilities of various software platforms, the Moodle system turned out to be the sole leader. It should be noted that, given the continuous improvement of all systems, Moodle retains its leading position at the present time.

So, your company is seriously interested in distance learning for employees. And immediately a lot of questions arise. How is a distance learning system different from an e-learning system? What should be included in the distance learning system? How to competently approach the implementation of LMS? And in general - where to start? About this - in the article by Elena Khodak. The author has been seriously engaged in LMS for several years, and knows everything about them;)

Author about himself:
For many years she worked in the personnel business, in consulting. I am the author of more than 20 publications: both in federal and regional publications - business and popular. Behind shoulders and successful experience of work in publishing business. I love and know how to deal with the written style, in an easy and understandable language to explain difficult things, always finding the right words.

Currently, he is the Marketing Director of Rakurs. I explore the needs and expectations of clients, their preferences and fears, I study the market: I look for new opportunities there, I turn the company towards its needs. Internet marketing is of particular interest.

With education, everything is fine: St. Petersburg State University of Telecommunications (at that time - the Institute of Communications), St. Petersburg State University (Department of Management), "Presidential Program". I am a technologist by profession (and in life too), and I invariably like to fit the chaos of desires and opportunities into the framework of a business process with a predictable result..

“I am interested in the possibility of creating a system of distance learning for specialists in (name follows). Is it possible to create such a course?

We often receive similar requests from our clients. Naturally, we explain that the e-course is only a part of the distance learning system, although a very significant one. Of course, we ask what tasks they plan to solve using the distance learning system, and what results they want to get in the end. Sometimes it happens that we are asked to develop an electronic course, and after negotiations with the customer, we jointly come to the conclusion that in order to solve their problems, it is enough for them to install a program for conducting webinars and post recordings of webinars on the corporate portal.

As a result of discussions of these issues with a large federal company, we formed the document "Organization of a distance learning system", a brief outline of which with comments is given below. We hope that it will be useful to companies that have begun to think about organizing distance learning, but do not yet know how to approach this task and are afraid to miss important details.

The first thing I would like to start with is the structure of the Distance Learning System (hereinafter LLS). Let us describe what elements are included in the concept of "Distance Learning System". In order for the LMS to bring real benefits to the company, it is desirable to provide for the following components:

Formation of a structure responsible for the creation of content or the transfer of these functions (or some of them) to outsourcing. If a company “forgets” to include in the project “Introduction of LMS” the resources necessary for the development / acquisition of content, then the probability of project failure increases significantly. Content in most cases falls into the following categories:

• Studying programs

  Training courses (electronic courses, audio and video lectures, electronic textbooks, educational videos, multimedia interactive courses, training CDs)

  Tests, surveys

  User instructions, regulations, etc.

Deployment, filling and support of the program for organizing LMS. At this stage, there is often a substitution of concepts. Often, the distance learning system means software for LMS. (Learning Management System, short LMS). Here, the company is often tempted to shift work to the supplier, and providers, alas, do not always strive to do what is best for the customer. The most common option is how they are faster, easier and cheaper.

Create a knowledge base for student users. These works partially intersect with the work on the formation of content.

Training planning and regular assessment of students. The importance of these aspects is often underestimated and, as a result, learning is often left to chance.

Providing access to educational materials. Here it is also advisable to think over the access policy in advance, to provide access options for various categories of employees.

Naturally, the company's management will ask: "What will I get as a result?". Most often, companies implement LMS in order to:

Timely, regularly and efficiently train all employees, regardless of their geographical location. This is especially true for geographically distributed companies that have many branches, offices, stores, geographically distant from the central office.

Regularly monitor the knowledge of employees with the provision of consolidated reporting to management. This is especially true if the company provides complex services, employees need to work on a clear technology and new services / products are often introduced (for example, in banks, insurance and high-tech companies)

Raise the level of competencies of employees

Reduce errors in the workplace

After the full implementation of the LMS, the company receives the following opportunities:

conduct training for an unlimited number of employees, while ensuring full control of the process;

monitor and analyze learning outcomes;

evaluate the effectiveness of the training;

increase the level of knowledge of employees on the job.

And in order for the company to get all these benefits, so that the LMS brings the company maximum benefit, and the resistance of the staff is minimized, when implementing the LMS, it is necessary to perform a number of works:

Stages of LMS implementation

Select LMS

• Formation of requirements for LMS

  Choosing an LMS that is optimal for the company. Companies often skip the first step and start choosing a platform right away. As a result, the risk increases that they will either purchase an LMS with redundant functionality (this is not the worst option), or, much worse, a platform that, in principle, cannot solve the tasks set. It often happens that in the process of choosing an LMS, the TOR is specified, supplemented, specified. This is a normal process.

Choosing a company to create e-learning courses

• Formation of TOR for the development of an electronic course

  Choosing a Course Provider

  Development and publication of a pilot (or demo) course

  Registration of training participants

  Formation of reporting on the results of the pilot course

  Analysis of the results of the pilot course

Often the first and second stages are carried out in parallel and this makes sense. LMS providers and eLearning developers work in related markets, know the pitfalls, and can often recommend (or not recommend) colleagues. Often problems arise when installing courses implemented in the software environment of one developer in the LMS of another. Therefore, "advanced" customers in the TOR for the development of electronic courses indicate the requirements for tools. For example, " We use courses in the LMS WebTutor system. Our priority is the development of courses in the CourseLab editor, so we accept the course in the wcl format in order to be able, if necessary, to make the changes we need there at any time without resorting to the services of a course developer.” These are very important requirements. Life does not stand still, and sooner or later changes will have to be made to e-learning courses. Naturally, the company does not want to depend on the course developer.

Information, internal PR

This stage of the company is often overlooked, which complicates the work on the implementation of LMS in the future. At this stage, you need to do the following:

• Include a distance learning system in the overall training system in the company as an element for mandatory use.

  Form regulatory and administrative documentation. At a minimum, these are the following documents: "Regulations on the Distance Learning System" with a description of the goals, objectives, functions and distribution of responsibility between departments and employees for various aspects of the work of the LMS (for example, filling content, technical support, issuing passwords / logins to employees, assessment and analysis of learning outcomes, etc.) and "Order on the implementation of LMS". Moreover, it is possible to involve personnel in the development of the "Regulations ..." and make it part of internal PR. These works can be started in parallel with the internal PR and completed with the approval of these documents before the LMS is put into operation.

  Develop a regular system of reporting on the use of the LMS, especially for those employees who do not work in the LMS for management. In general, an electronic course in LMS is, first of all, an electronic textbook, a system for monitoring the work of an employee with this manual, and a system for monitoring how a teacher controls the work of an employee with a manual.

  Create "information and propaganda" material about the benefits and necessity of LMS from the side of management. Employees listen to the words of the first persons of the Company about LMS much more than to the employees of the department that develops the LMS. It is clear that managers do not have time for seminars, but recording a video interview will not take much effort and time.

  Implement DO in quarterly certification.

  Implement certification in distance learning.

  Oblige new employees (after the implementation of the LMS) to first undergo training, and then go to work.

  Organize internal PR (informing employees about the upcoming use of LMS, about the goals and objectives of distance learning, about its advantages and convenience, about all the benefits that they will receive after its implementation, indicating the boundaries of trial use and dates of transition to operational mode). At this stage, elements of user manuals can be posted for review, a “hot line” for answering questions, etc. can be organized. These works can be started in parallel with the works of the first and second stages.

  Assign organizational and supervisory functions in the field of training managers of employees

The first three stages (they can be combined into a block under the conditional name “pre-sale”) usually take one to three months, although they can stretch for a longer period (everything here depends on urgency and priorities). After the company has decided on the choice of solution, the preparatory stage begins, but.

(eLearning) in a company, like launching a rocket, requires investment, careful design, teamwork, and more.
In this article, together with experts from the field of eLearning, we will analyze the entire cycle of launching distance learning and tell you step by step how to bring eLearning into orbit.

Step 1. Determine the goals of launching distance learning

A rocket is sent into space for various reasons: to explore a new planet, to launch a satellite into orbit, or, for example, to deliver a payload to astronauts. There is always a purpose. It is the same with distance learning - there is no point in introducing it simply because it is fashionable.

If you have opened this article, then you already know why your company needs online training. If not, a little advice: the goal is easier to find by pushing off from the “pain point”. What problem do you hope to solve with eLearning?

For example, Skyeng needed to quickly train 120 new employees to teach English online and work on the Vimbox platform. Now, with the help of eLearning, the company trains 200 professionals per month.

Permenergosbyt wanted to develop staff on the job and quickly conduct testing. With the help of eLearning, the company automated the certification system in six months and took control of knowledge in 74 branches of the Perm Territory.
→

What do you want to achieve? The more specific the goal is, the easier it is to hit the bull's-eye.

MW-LIGHT manufactures and distributes decorative lighting throughout the world. The range of 300 collections, each - from 10 to 100 models. At the same time, the assortment is updated by 35% per year. It was difficult for sellers to remember the features of each model. Sometimes the sale failed simply because the employee could not competently tell about the new product.

MW-LIGHT set a goal: to increase customer loyalty in six months by training salespeople on the company's products. Now there are e-courses for employees for each collection. Result: the number of grateful buyers doubled, as did the number of successful transactions.

Video fragment of the course on the assortment of the company MW-LIGHT

Distance Learning Project Manager MW-LIGHT

“Think ahead about how you measure the success of eLearning. The number of employees trained and the number of tests passed is only the basis of the overall performance picture. You can "pump" hundreds and thousands - there is little sense. You need to look at the business result.

For example: employees instantly learn about product innovations, after training managers, additional sales doubled, the cost of training personnel in the regions was halved (no more need to pay travel coaches, pay for plane tickets and hotel rooms), and so on.

The outcome of step 1: you know the goal of distance learning and the key indicators by which you will measure the success of the project.

Step 2. Choose tools for distance learning

How are spaceships arranged? Experienced rocket scientists will answer something like this: “Each rocket has a different design. It all depends on the task." For example, the American "Shuttle" includes launch boosters, a fuel tank and an orbital ship. This is enough to reach low Earth orbit. But you won’t get to Mars - other components will be required.

The eLearning arsenal also directly depends on the goals. As a rule, companies use one of three types of tools or the whole set at once for distance learning:

1. webinars;
2. distance learning system;
3. e-learning editor.

Let's take a look at each of them in detail.

Webinars

This is a face-to-face seminar in an online format: you give a lecture to employees from several branches at once, only at the same time you sit at a computer in the company's central office, in a cafe or at home in a comfortable chair and soft slippers.

A webinar is similar to a Skype conversation: you can speak into a microphone, write to a chat, show a desktop on a PC or a presentation. The lecture can be immediately recorded on video and sent to employees so that they can refresh their knowledge later.

Webinars in business are usually used when they want to reduce costs and the number of face-to-face trainings. For example, the insurance company "Centras Insurance" regularly trains heads of sales departments and salespeople from 17 branches of Kazakhstan through webinars. For the first group, a program was developed for the selection and adaptation of personnel, for the second - a course on sales techniques. The company saved on travel, hotel rooms and travel expenses for coaches who previously traveled to the regions. At the same time, the quality of education was not affected.

Head of Personnel Development Department, JSC "Insurance Company "Centras Insurance"

“When choosing a webinar platform, find out how common technical failures are. There is nothing worse than a connection cut off at the key moment of a lecture.

It is desirable that the platform supports testing, polls and interactive: the ability to “raise your hand”, emoticons to indicate mood, etc. All this is good for learning. Listeners are not tempted to switch browser tabs and check social media.

An important point: before renting a platform, make sure that the branches have a good Internet connection. Otherwise, you will waste your money - none of the employees will be able to get in touch with you.

Distance Learning System (LMS)

LMS is a virtual school where you can train staff from anywhere in the world: assign courses, tests, track progress and analyze results.

In the distance learning system, you can:

1. Create a knowledge base. Store e-courses, tests, videos and other educational content in one place, not on hundreds of CDs and flash drives. At any convenient time, employees can go to the portal and repeat the material covered.
2. Pump staff at a distance. In a few clicks, assign a course to a specific employee, company department or branch.
3. Control the quality of education. For each material in the LMS, you can collect detailed statistics. You will always know how the material was learned and tests passed, and you will be able to evaluate the progress of employees.
4. Keep in touch with students. An internal chat or forum is a place where employees can exchange ideas, write about what material turned out to be useful, what to improve, on what other topics e-courses will be useful.

“When choosing a distance learning system, decide on the type: LMS with installation on a company server or a cloud solution.

In the first case, you are actually blindly implementing a system into the company's server that your employees will be forced to use for a very long time. And if for some reason it turns out to be inconvenient, the company is unlikely to agree to change it: after all, hundreds of thousands, or even millions of rubles, have been invested in the purchase. You will have to purchase the system taking into account the number of employees you plan to train. In addition, it is difficult to maintain a "stationary" LMS - the help of IT specialists is needed. Launch time: 3-4 months.

For quick implementation of LMS, it is better to use cloud technologies. They do not require installation on a server, only Internet access is needed. You can start training immediately after registration. At the same time, the system is often not inferior in functionality to the "stationary" LMS, and it can be managed by one person - an HR specialist or an employee of the training department. IT skills are not required. Launch time: 1-2 days.
Test the demo version of the cloud-based LMS →

Course editor

In addition to the distance learning system, you will need a tool for creating electronic courses, tests and interactive simulators.
In the editor, you can create slides with text and graphics, add animation, narration, record video. Depending on the instrument, the possibilities may be very different.

You don't have to be a programmer or designer to create an online course - all you need to know is PowerPoint. For example, this course is made from a simple presentation:

The course was created in iSpring Suite. How it works: After you install the Suite on your computer, a separate tab will appear in PowerPoint.

Come in, add pictures, animation, audio, video, tests to the presentation - the course is ready. Now it can be uploaded to LMS and assigned to staff.

Employees will be able to study the material at any time and from any device: computer, tablet, smartphone.

Training Specialist Inventive Retail Group

“With iSpring, our company releases three courses per week for re:Store, Samsung, Sony Centre, LEGO, Nike, Street Beat, Rookie, UNOde50 and kid rocks.

Designing e-training in iSpring is as easy as putting together a presentation. Big plus: content library. You don’t need to draw up a TOR for a designer or rummage through photo stocks. iSpring offers hundreds of ready-made templates, backgrounds, characters, pictures. You simply select content from ready-made materials, modify it to suit the company’s tasks, and create an electronic training.

In just six months, our company has developed over a hundred online courses.”

The result of step 2: you have determined which eLearning tools are more suitable for the company, analyzed the distance learning market, and selected suitable offers.

Step 3. Calculate the budget and draw up an action plan

How much does a rocket cost? For the ship to fly to the ISS, 2.589 billion rubles will be required, to Mars - 10 billion dollars. The price directly depends on the goals and resources that you use.

When the goal is defined and the tools are chosen, it becomes easier to calculate the check - how much distance learning will cost.

It's not just the cost of eLearning tools that should be budgeted for. List salaries for the distance learning team, money to develop eLearning courses, buy computers for employees - everything without which eLearning won't take off.

Vladimir Radzhapov,
Managing Business Development Manager at eQueo

“When the goal is defined, the tools are selected and the budget is calculated, draw up a work plan. It needs to describe in detail the entire sequence of actions. Estimate exact deadlines for each item.

Example: the supplier promised to set up the LMS in 2 days, it will take 5 days to develop the course, 5 days to pilot the launch and fine-tune the LMS. In total, the project will require 12 days.

The next step is to present the plan to management. The information should be short and reasoned. What to show:

• Project goals from a business point of view. Example: reduce the share of face-to-face training by 40%, increase the speed of adaptation of a new employee in the company (for example, from 30 working days to 20), and so on.
• Benefit of the company - how much it will save or earn. Example: the company "Sweet Life" brings to the market a new bar "Slastun". 3,000 sales representatives need to talk about a product feature. Full-time training will take 2 months and xxx rubles. For remote - 5 days and xxx rubles less.
• What resources will be needed: LMS, course editor, webinar platform, computers for employees in branches, developer of electronic courses.
• Project budget: the project will need N rubles.
• When to expect the result: the project will be launched in xxx days.

Also present the project to top managers and heads of key departments. If they don't know what eLearning is, they can get in the way."

The result of step 3: you know the eLearning price tag, the management has approved the budget, the action plan is ready, the project launch dates are known. You can buy distance learning tools and get started.

Step 4. Prepare training content

SDO installed. Now we need to fill it with content. An empty distance learning system - like a rocket that has not been loaded with tools and supplies, has not been filled with fuel - so early in space.

Upload presentations, books, instructions, videos, e-courses to the LMS - everything that employees need to study.

Ideally, at this stage, you should have an eLearning development plan for a year or two ahead and a list of materials needed to study. But at the start, it is enough to release one electronic course in order to conduct a pilot launch and “run in” the system.

If you plan to develop courses in the company on a regular basis, then you will need two specialists:

1. Methodologist - collects information, writes a script for an electronic course, comes up with practical tasks, typesets a draft version of the course. Often in Russian companies, this task is performed by an HR department specialist or a business coach who previously conducted face-to-face classes.
2. Designer - selects illustrations, characters, draws up a course in a corporate style.

distance learning consultant

“If a company rarely needs new courses or you don't want to keep eLearning specialists on staff, there are two options: buy ready-made e-courses on the market or order from experienced developers.

Ready courses. These are template trainings on general topics: time management, personnel management, working with Outlook. Each looks like a simple PowerPoint presentation: text, picture, video. Any company can download such courses via the Internet.

Advantages:

• Cheap. On the market, such courses cost from 40,000 rubles or more. The price tag depends on the subject, complexity, interactivity of the course.
• Free test drive. As a rule, sellers allow you to study the course before buying.
• Saving time. No need to develop content yourself. The optimal solution for a quick start eLearning.

Courses to order. Experienced developers "sharpen" the course for your company, taking into account the tasks and features of the business, corporate style, etc. Such courses become the hallmark of the educational portal, they are talked about, they are recommended, they cover a large target audience of students. Cost: from 120,000 to 5,000,000 rubles. Development time: from a week to two months.

Advantages:

• Teamwork. The course is typeset by a team of professionals: pedagogical designers, illustrators, developers and testers, experts and methodologists.
• Methodology. The training is collected according to the canons of pedagogical design, making it as interesting and useful as possible for employees.
• Individual approach. The course is developed specifically for your company, taking into account the specifics of work and business features.

Results of step 4: you have uploaded one or two electronic courses to the LMS for a pilot launch.

Step 5. Conduct a trial run of distance learning

Before sending a rocket to the stars, engineers carry out a "dry start" - they launch the ship along a ballistic trajectory, without launching into orbit. This is a kind of general run, which helps to work out the mistakes before the real flight.

For distance learning, a “dry start” is also important. Instead of immediately "forging" the pros to new standards, first run eLearning on a test group. Its task is to identify difficulties in working with LMS.

Co-founder Corporate
e-Learning Club

“For a pilot launch, it is worth choosing potentially loyal employees. It is best to select people for the testing team together with the heads of departments for which eLearning is being prepared.

The focus group doesn't have to be big. It all depends on the size of the company. If it employs 150 people, then 10 will be enough for a trial run.

The first course must necessarily end with a questionnaire: is it easy to use LMS? did the course open quickly? what difficulties arose?

Instead of a questionnaire, you can collect a survey and put it at the end of the course. People will test the first course and write about their impressions, difficulties, mistakes they have noticed, and tell what they have learned.”

By collecting this information, you will make the necessary changes to the system and make it “friendlier” for employees.

Results of step 5: conducted a pilot launch of distance learning, received a list of comments from the focus group, corrected errors. You can start learning.

Step 6. Conduct internal PR of distance learning

Like any new project, eLearning needs advertising support. If employees enter the training portal only by order from above, then the implementation has failed. How to increase the authority of distance learning?

Alexander Lopar,
eLearning expert

“First connect the leadership to distance learning. The upper echelons of the company should take a couple of courses and firmly state: "eLearning is cool!". If the idea of ​​e-learning takes root among the leaders, then the team members will automatically follow them. After all, it is the manager who encourages his employees to learn.

To make the project more useful, link eLearning to a mission-critical project for the company: you need to train sales representatives from 10 branches on a new product line in a short time or “train” managers in working with a newly installed CRM in a month.

Do not forget about internal PR: news, announcements, course trailers, video greetings, awards, ratings, congratulations.

Collect feedback from colleagues on the courses taken, record interviews - broadcast what heights have been achieved by those who have completed their studies. This will highlight the benefits of the new learning format.

Pay special attention to the motivation of "students". Involvement in learning will help:

• Emphasis on benefits. Explain to employees how the course will benefit them. To stay motivated, employees need to understand the real benefits of eLearning, as well as use the knowledge gained in the "battle".
• Certificates. Issue diplomas for completed courses: "Zhgun of the month - passed all the courses in the LMS", "Golden brain of the company - scored 100 points in the test." Research shows that status at work is just as important to employees as financial rewards. It is important for people to feel that management sees their achievements.
• Virtual board of honor. Make a rating of excellent students. Thanks to public recognition and approval, the leaders of the ranking strive to keep the bar, while the rest receive an incentive to study better.
• Feedback. Respond to the comments and wishes of employees: make changes to courses, create new content on request, correct errors in the LMS.”

Results of step 6: everyone in the company pronounces “eLearning” with respect, employees actively use the LMS, the internal chat is bursting with the number of additional content orders.

Step 7. Evaluate the effectiveness of distance learning

So, the ship called eLearning left the atmosphere. You are at the helm. Now the main thing is to stay on course.

How to understand that you are "flying" in the right direction:

• collect feedback from employees;
• compare the achievements of those who study remotely and in person;
• regularly conduct knowledge cuts;
• track how the success of employees is changing, whether performance indicators are improving: the number of closed deals, completed projects, etc.

eLearning has reached the “orbit” if it solves real business problems, helps employees acquire new skills faster, or reduces training costs.

Then you can choose a different route and fly to new stars.

Remember

1. Before you start distance learning, decide on the direction: where and why you are flying.
2. LMS, course editor, webinar platform - eLearning rocket configuration depends on the goals and objectives of the star campaign.
3. A detailed action plan will help "sell" the idea to management and get a budget for the flight.
4. Dry start will help you find bugs and debug your eLearning rocket.
5. For a space expedition to be useful, it must solve a real business problem.
6. Check the course more often: collect feedback from employees, conduct knowledge cuts, compare learning outcomes with business indicators.

The organization of any project begins with a clear understanding of the purpose of the development and the definition of tasks, the solution of which ensures the achievement of the goal. So in our case, distance learning cannot be an end in itself. The real goals of introducing distance components into the educational process should be formulated first of all. Let us try, on the basis of experience, to formulate some of them, considering them objective, independent of the point of view of the administration of a particular educational institution.

1. Individualization of training. A common goal in literature (i.e. theory). Sometimes people talk about adaptive learning. Ultimately, this goal comes down to the potential opportunity to improve the quality of education by taking into account the individual characteristics of students in relation to the average. And the components of remote technologies act as an individualization tool. The characteristics of the trainees include: the level of initial training, the speed of information perception, the preferred forms of presenting information, the volume and depth of the material, the motivation for learning, the subject area, the tendency to group work, and a number of others.

2. Personalization of the educational process. The most common goal in practice. The essence is not learning within the framework of a study group, where the learning process is somehow synchronized between students (everyone works according to a single schedule), but teaching students according to an individual schedule. Moreover, this schedule can be quickly changed in accordance with the current employment of the student and his pace of information perception.

3. Intensification or change in the nature of the teaching resource. Today in Russia, most likely, this is the most real motive for the introduction of distance learning. And, indeed, the average age of the teaching staff of higher education, the constantly declining qualifications (for various reasons), and the increasing hourly workload have not been a secret for a long time. How can a teacher save time? How to attract teachers from other universities by providing them with preferential working conditions? With such a formulation of the issue, distance learning is perhaps the only way out of the situation, which, unfortunately, runs into the natural conservatism of both administrative and teaching staff.

4. Increasing the quality of education. The first thing that comes to mind when these words are spoken is new learning technologies. Perhaps this goal is the most vague and controversial. A lot of emotional arguments - for and a lot of specific - against. Moreover, the main argument against is the historical experience in the form of countless conferences over the decades, a whole "army" of professors, associate professors and programmers who believe that their technologies are best suited for this purpose. But, nevertheless, the use of new principles, techniques and technical means, which include access to non-traditional educational materials through CDs, the Internet, etc., being a manifestation of technical progress, should, ultimately, if used correctly, bring their fruits.

5. Capturing new segments of the educational services market (for example, in remote areas). This goal is perhaps the most pragmatic of all. Indeed, if we consider training as one of the types of business (paid education), then business goals should be set. In this case, distance learning, as one of the means that does not recognize borders, saves time for all parties and, because of this, brings more money into the piggy bank of the educational process, is of particular importance. For example, the provision of educational services in those market segments where previously access to the demand segment was hampered by remoteness, cost, or an unacceptable mode of service provision (off-the-job training or on a fixed schedule).

6. Preservation and replication of the pedagogical experience of knowledge and teaching methods. Indeed, the unique author's training courses, the bearers of which are teachers, disappear with time into nowhere just because they are not recorded or archived. Couldn't that serve a purpose? Maybe it should.

7. Cheaper components of the educational process. One of the most pragmatic possible goals. It can be achieved, for example, through electronic rather than printed publication of educational materials. This is economically justified, since often printing cannot be carried out for financial reasons, which, in turn, is determined both by direct costs and relatively small print runs, as well as by the short "life" of such materials. This goal, in the presence of existing services such as e-mail, can be quite and easily implemented.

8. Mobilization of the administrative resource. In our conditions, this goal can be formulated differently - the creation of the right administrative resource. Often, the historically established administrative system is cumbersome, inconvenient or inappropriate for today's requirements. By creating an alternative to it on the basis of computer technology, you additionally stimulate an increase in the efficiency of the old administration, putting it before the inevitability of competition with new technologies.

Tasks of distance learning

Objectives, unlike goals, are solved as they are implemented. The priority of solving problems is determined by the purpose of implementation, the existing infrastructure, equipment and budget. Let's look at them briefly.

Compliance with the traditional forms of education adopted in the educational institution, in other words, to what extent the changes will affect the existing organization of the educational process and the activities of teachers. The distance learning system, for example, can be considered not as an independent alternative learning system, but as a complement to the traditional one, allowing to optimize the learning process in terms of the teacher's workload. In this case, such integral components of the educational process as the academic department or the dean's office will turn out to be secondary in relation to information resources, means of communication and the testing system.

If the distance learning system is considered as a new component, alternative to traditional education, then, of course, the requirements for the system being created must include an electronic dean's office, synchronization of courses among themselves, collection of statistics on the educational process and other traditional functions of the dean's office.

Organization of delivery of educational material to trainees. How correctly, promptly and cheaply to organize the receipt by students of educational literature required for the study of materials, tests, etc. in the conditions of remoteness of students from the teacher and, possibly, from the educational institution? To a large extent, the solution to this problem is related to various information delivery technologies and related information carriers - the Internet, intranet, ADSL, CD-ROM, video cassettes, case technologies, mailing of printing products, etc. and aspects of their application. At first glance, the choice of technical means is not so great (if you do not take exotic solutions, which are usually extremely expensive), but, on the other hand, even the traditional Internet integrates more and more different subtechnologies, which must be taken into account for the correct choice of solution. When solving the problem of delivering educational materials, it is necessary to pay attention to what type of information prevails - textual, graphic or otherwise, as well as to the amount of information necessary to adequately support the educational process.

Knowledge certification, which exists in the traditional educational process in the form of tests and exams, is implemented in distance learning systems in almost the only way - by interactive tests, the results of which are most often processed automatically. There are other types of organization of control and certification of knowledge, such as: tests and exams performed by students offline. In this case, we are talking about organizing the return delivery of material from the student to the teacher. Here, the main critical point is not so much the organization of the delivery itself (there are a sufficient number of technical means and proven solutions in this area), but rather the assurance that the materials received by the teacher from the student were actually prepared by this student without outside help. To date, none of the remote means provides a 100% guarantee of this. The solution of this problem is the main problem faced in the implementation of a distance learning system. Two typical solutions can be offered:

a special allocated place (training class), the attendants of which guarantee the identification of students, the mode of their individual work at the time of certification and testing of knowledge;
personal interest of the student himself, motivated, for example, by payment for learning outcomes.
By correctly redistributing the certification load between the system of self-assessment of knowledge, distance assessment and full-time certification, one can build a reliable educational process.

Organization of feedback with students in the course of training. If the previous task was unequivocally connected with testing knowledge at a particular point in time in the learning process, then in this case we are talking about accompanying (helping) students during the learning process. The essence of such support is the operational adjustment of the educational process and its individualization.

Therefore, constant and prompt communication is important, associated with natural and necessary discussions in the learning process, and with the help of a teacher when analyzing material that needs additional individual comments. To solve this problem, you can use both face-to-face meetings, and traditional telephone communication, and IP telephony, and e-mail, and bulletin boards, and chat rooms, and conferences.

Conducting the educational process. In this case, one should talk about solving the problem of the flexibility of the distance learning system, both in general and its individual components in relation to the participants (subjects) of the educational process - students, teachers, administration. Each of them imposes its own, often conflicting requirements on the distance learning system.

Students can make (perhaps implicitly) requirements for the form of presentation and the nature of the material, for the depth of study and the speed of studying the material, for the frequency and nature of interaction with the teacher.

The teacher would like to modify individual parts of the training course in accordance with his own, author's ideas about the nature of the material, its relevance, etc.

The administration, on the other hand, requires the availability of up-to-date statistics of the educational process, tracking progress, the quality of teaching and learning.

This does not exhaust the tasks that arise during the educational process. One of the most difficult tasks in setting up a distance learning system is managing the educational process (dean's office), which includes a set of study groups, organizing individual training courses, recording progress, synchronizing the learning process, distributing the workload of teachers, compiling final reports, issuing certificates, diplomas, etc. In essence, the task is close to the task of document management and can be successfully implemented using existing specialized systems.

Components of distance learning

The main components in the implementation of distance learning are:

subject of implementation;
form of education;
learning mode;
technological means;
budget.
As a rule, when implementing distance learning systems of one level or another, they are based on an already existing infrastructure, including the presence of one or another technical base and a traditional training scheme for an educational institution. After all, most people intuitively see the introduction of new technologies as a mechanical transfer of traditional ways of organizing the educational process to a new technological base. This point of view cannot be ignored when organizing distance learning, since the subjects of the educational process, both in the role of teachers and administrators, are people who consider distance learning as a continuation of full-time education and who know their subject from the point of view of conducting the traditional educational process. Therefore, it is extremely important to determine what is the subject of implementation in terms of training. Consider the possible options:

individual course;
many offline training courses;
interconnected courses within the educational trajectory;
the entire system of distance education as a whole.
A lot depends on the choice of one or another option.

If a separate training course is chosen as the subject of implementation, the costs will be minimal, the implementation itself is motivated by a specific teacher and aspects of his work with his students.

In the case of deploying a distance education system, it is necessary to establish the entire technological chain of learning, starting with the support of a separate distance course and ending with components related to the preparation and optimization of the class schedule, taking into account various forms of education, all typical and non-typical situations, taking into account academic performance, the relationship of training courses, etc. In general, this task is a grandiose one, and without the will and financial support of the leadership, it cannot be solved.

The next parameter is the forms of learning. Traditionally, these include: full-time, evening and distance learning. Distance learning has its own forms of learning. The student and teacher exist in the educational process both in parallel, using communication tools, and, accordingly, can simultaneously interact with each other (online), and sequentially when the student performs some kind of independent work (offline). A distance learning system can use either both forms of interaction (parallel and sequential), or it can be built according to one principle or another. The choice of form will be determined by the specific types of classes, the scope of the course and the role of the teacher in it.

The third parameter is learning modes. These include the modes of interaction of students with each other both within the framework of the study group and within the framework of the performance of work in small groups.

Should students be combined into study groups, as is traditionally done, for example, in higher education? Or is it worth maintaining an individual training schedule? Both modes are not excluded in computer systems of distance learning. The most common modes associated with training groups. However, there are successful examples of training on individual schedules. In addition, individual learning is possible both in a mode based on a strict schedule (schedule), and on constant synchronization of the acquired knowledge and the curriculum (“until one learns”).

Technological means include those decisions that affect the delivery of educational material to students, the organization of feedback and certification, communication between the teacher and students, and the management of the educational process. Strictly speaking, technical means exist in almost all components of distance learning.

The budget of the distance learning system can be conditionally divided into two parts. The first determines the initial investment in the deployment of a distance learning system (including the cost of the technical part, software, and the development of the training courses themselves). The second is the cost of course support (equipment depreciation, channel rental, teacher salaries, etc.). Naturally, depending on the complexity of the task, which is determined by the subject of implementation, the ordinal values ​​of budgets for initial investments will vary significantly.

Important aspects related to the budget include not so much the implementation of the distance learning system itself, but the specific "filling" of the system with training courses. In this case, you should consider the question of who will be the authors of the courses - their own teachers (then you should pay extra for the creation of high-quality course content) or outside teachers (in this case, we are actually talking about buying courses).

Another aspect is related to the mode of work of teachers involved in the provision and maintenance of training courses. Is the teacher constantly working? Is it necessary to ensure the learning process? Do you need one teacher to maintain the course or does he need assistants? How? Is the support of the distance course permanent or is it carried out through certain time slices (at the beginning or end of the semester)? These are the questions that need to be answered when considering a specific distance learning option.

Typical problems of distance learning

In conclusion, I would like to note the problems that will be faced in the implementation of distance courses or a distance learning system. These include the need for course authors to independently structure the educational material, inevitably adapting it to the requirements of a personal computer. For many (especially humanists) this process is not obvious and extremely painful.

The conservatism of the teaching staff is a no less difficult problem. It is one of the organizational ones and can lead to fatal consequences for the introduction of a distance learning system within an educational institution.

The laziness of the technical staff, whose responsibilities include the deployment of a distance learning system. We have found that those with technical expertise spend an unreasonable amount of time discussing options instead of taking a proactive stance. Therefore, a competent person is required to deploy a distance learning system.

Opposition of those who are entrusted with the introduction of distance learning. If a teacher introduces individual components of distance learning, then they may be told that this should be done within the framework of the corporate standard of the educational institution (and no one knows when this standard will appear!), Or that this is methodologically controversial. If you are solving a problem within the framework of an educational institution, then there will certainly be people (usually doing nothing really, but loving to talk) who will say that all this is nonsense and should be done differently.

The need for constant support of the course. There is an opinion that, after the introduction of a distance learning system, its maintenance will not be required. This is far from true. You will have to convince others of the need for constant costs in order to maintain and develop the direction of distance learning.

No matter how pessimistic various statements are, nevertheless, there are already a sufficient number of implemented distance learning systems today. How did you manage to implement them? We think that it is a successful and harmonious combination of potential, opportunities and a correct understanding of the role and place of distance learning in the traditional educational process. Not least here is the enthusiasm of the "pioneers" who, having once tasted the originality and promise of modern teaching methods, will continue to develop this progressive form of education.

distance learning system(LMS, LMS) is an important tool in the work of e-learning specialists. LMS can be a major expense if you are looking for a reliable, versatile e-learning system that will meet all of your e-learning development needs.

You can get acquainted with the Top 20 Learning Management Systems (LMS) based on feedback from users of the systems.

Luckily, there are plenty of open-source LMSs out there, that is, available for free. You will be able to choose a dynamic, flexible system that will meet all your requirements, within the allocated budget.

The following 11 distance learning systems are free and may be of interest to you.

TOP 11 free distance learning systems for organizing e-learning

1. Moodle

Today, Moodle is undoubtedly one of the most popular open source LMS. user various toolbars, the ability to track student progress and multimedia support. The system makes it possible to create courses adapted for mobile phones, and is quite friendly to the integration of add-ons from third-party developers.

For those who want to make money with their courses, Moodle has an integration with the PayPal payment system, which makes the ordering and payment process simple and straightforward. Another important advantage of Moodle is the user community. Unlike many other free LMS, here you can almost instantly get answers to most of your questions by contacting the online technical support database.

In addition, the service offers a number of ready-made templates that you can use to save time and not create a course from scratch. Moodle may seem complicated and incomprehensible to you at first, but if you are looking for a program that gives the user the maximum amount of freedom, then do not be lazy and spend some time learning the Moodle interface.

2. E-STUDY - Electronic educational environment

The online platform for organizing distance learning E-STADI is a free Russian development of a team of like-minded people for the development of distance education.

To get started, you need to register on the site and create a "workspace" - a personal space of your company, which will host training materials and assignments for your students.

The difference from classic LMS is that the functionality is focused on practical work. Yo-Study, of course, allows you to publish educational materials, but most of the system is intended for all kinds of assessment and testing.

Yo-Study contains a sufficient number of tools for organizing training and testing:

"Workspace"
Course materials, announcements and assignments (cases) are published in the workspace. The workspace is created by the teacher/tutor/learning manager and can include several groups or courses. Students get access to the workspace by request.

"Test"
Yo-Study has a powerful functionality for testing, the test can be created on the website or imported from *.docx, having previously issued it in accordance with special rules. A detailed report of each test taker's responses is available. It is possible to limit the timing, time, number of attempts, the ability to switch between browser windows.

"File"
Upload files/documents, which the teacher can then evaluate and comment on. The gradebook is generated automatically in the workspace, based on the created tasks and allows you to generate an Excel file.

"Magazine"
The journal is formed by the system on the basis of assignments created by the teacher. Grades enter the journal automatically when passing the test, this greatly facilitates the work of the teacher, and students always have access to the latest information.

"Forum"
When creating a "forum" as a task, it becomes possible to put marks next to the answer.

"Event Ribbon"
Events are collected on the corresponding page organized as a news feed, you can receive notifications about them by email.

Summary

Yo-Study is a new free e-learning environment designed to organize staff training.

Advantages:

Does not require installation / configuration;
the system is free;
easy to use;
powerful functionality for testing and evaluation;
does not require preliminary development of courses;
there is an English version.

Flaws:

Impossibility of self-improvement;
lack of SCORM support;
limited but sufficient functionality;

In general, Yo-Study deserves an excellent rating and is a good solution for small companies that want to organize staff training without any costs for the acquisition of LMS.

3.ATutor

This distance learning system has many useful features: from email notifications to file storage. One of the most striking advantages of ATutor is its customer focus and easy and intuitive interface, which makes this system an ideal tool for those who are just starting to master the world of e-learning.

Atutor also offers the user a number of pre-installed themes to speed up the process of creating a course. And we can not fail to note the various assessment tools, file backup, statistics and the ability to integrate surveys.

4 Eliademy

For teachers and curators of training, this system is completely free, a small fee is taken from users if they want to take advantage of the premium account.

Eliademy offers eLearning course catalogs, assessment tools, and even an Android mobile app for those educators looking to develop mobile courses and target people who prefer to learn on the go. E-learning coordinators can easily and easily upload courses and send invitations to students via their email addresses.

5. Form LMS

From the analysis of the general level of knowledge to detailed statistics and reporting, Forma LMS boasts a fairly large set of available functions. The service also has various certifications, competent leadership support, and a wide range of virtual classroom management tools, including various calendars and event managers.

This system is ideal for corporate training programs and offers access to an active online community where you can find many useful tips on how to get the most out of this service.

6. Dokeos

If you're looking for a distance learning system with pre-made course elements, Dokeos, available free of charge for groups of up to five users, is for you. This system offers many ready-made templates and e-learning courses and of course authoring tools with which you can minimize the time spent on creating your course.

On their website, the developers offer the user a lot of useful information, including step-by-step video instructions for creating their own courses. The intuitive interface makes Dokeos a great option for newbies to eLearning and those who don't want to waste time reading instructions.

7. ILIAS

This distance learning system can be called the first open system that complies with distance learning standards such as SCORM 1.2 and SCORM 2004. This flexible universal system meets all the basic requirements for successful sales of copyrighted courses.

It should be noted that ILIAS is one of the few distance learning systems that can be used as a full-fledged e-learning platform, thanks to the ability to communicate within the team and transfer and store all documents. The system is absolutely free for all organizations involved in e-learning, regardless of the number of users.

If you have hundreds, if not thousands, of people studying with you, this system will help you significantly reduce expenses, since many other LMS charge fees depending on the number of users.

8. Opigno

The opportunities provided by the Opigno system cannot but rejoice. Certificates, class schedules, forums, authoring e-learning tools, a grading system and video galleries are just a few of the impressive list of features available to the user.

This distance learning system is written in Drupal, a popular content management system. This gives you the ability to manage your curriculum, track student progress, and integrate e-commerce with just one tool.

Opigno also offers the user online surveys, the ability to send instant messages and chat, which makes it possible to quickly provide and receive feedback and effective cooperation.

9.OLAT

Assessment tools for e-learning, social inclusion, and a learner homepage are just a few of the many benefits of OLAT. In this system, you will also find a schedule, email notifications, the ability to add bookmarks, file storage and certificates.

With OLAT, you can easily and quickly add new users to the system, as well as develop comprehensive e-learning courses. Another interesting feature is the ability to check browser compatibility. With just a few clicks of a button, you can make sure that the learning material is displayed correctly in all browsers. OLAT is ideal for multi-platform e-learning courses designed for various devices.

The iSpring Online online learning platform is used by both private business coaches and large companies with a developed network of branches: Alfa Capital, Lamoda, PwC, Russian Television and Radio Broadcasting Network. are used by both private business coaches and large companies with a developed network of branches: Alfa Capital, Lamoda, PwC, Russian Television and Radio Broadcasting Network.

This is an Internet service, which means that you do not need to download the program, install it on the server, or configure it. To get started, just register on the site, download training materials and assign employees. One person can manage the SDO.

Features of iSpring Online:

Unlimited storage. In the LMS, you can download an unlimited number of educational materials: courses, videos, books, presentations.

Course editor in PowerPoint. The company has an editor in which you can make an electronic course from a PowerPoint presentation with videos, tests, interactive games.
Mobile learning. Courses can be opened on a computer, tablet, smartphone, even offline, for example, on a train or plane.

Detailed statistics. The system collects detailed statistics and helps to control the performance of employees. Reports show which courses the user has completed, what passing score they have scored, how many mistakes they have made in the test.

Webinars. You can show a desktop, presentation or video, write to a general and private chat. The system automatically sends participants a reminder of the next online meeting and informs about the change in the schedule - everyone does not have to write personally. Webinar recordings are saved.

Flaws:

iSpring Online has a free 14-day trial, but the system is generally paid. However, it is unlikely that less money will be spent on a free LMS: you will have to spend money on your technical support, hire programmers to administer it.

In the case of a paid platform, you get a full service: they will help you deploy and configure the training portal, upload materials, and start training employees. Any question technical support staff will solve by phone.

Open source e-learning systems give you the ability to create and effectively develop e-learning courses, especially if you are willing to spend some time learning all the possible features of the system. In some cases, the use of such systems can affect the learning curve, but the cost savings and freedom in choosing the appearance and content of the course, in the end, covers all possible difficulties.

If a distance learning system has its own online community, feel free to check it out before you make a final decision to use one or another product.

11. Teachbase.

The Russian development of the Teachbase distance learning system has received recognition from more than a dozen companies. The service is ideal for solving corporate training tasks, but it is also applicable to private trainers. Teachbase is a remote access system, which means that it does not need to be installed on a computer, maintained and configured. You will need internet access and a computer or mobile device to create (or take) a course.

The key feature is simplicity. Everything is intuitive, thanks to a visual interface. Creating and launching a course on your own will take even a beginner no more than an hour. Any issues that arise are promptly resolved by the employees of the Internet School (the creators of the service). Free technical support is available via a communication channel convenient for the client.

Despite the simplicity of work, Teachbase has wide functionality. Available features:

- Personal account - for each of the participants. When you enter the service, the materials assigned for review are immediately visible.

- Testing after passing the material with the settings of the test parameters.

- Statistical reports for the course organizer to analyze and improve the course.

- User base with the ability to filter.

- Editors - educational materials can be processed directly in the system. By the way, the author is provided with free space on the server for remote storage of materials.

- Communication between users - using webinars, and other tools.

To get started with Teachbase, just register. You can start the course right away. The first 14 days from the moment of registration are free - you can fully appreciate the benefits of the service and explore it. In the future, the tariff will depend on the number of participants. Most importantly, you pay only for active users.

There is also a free option to use Teachbase in the future. What is important - without any restrictions on functionality. Use the service for free if the number of active listeners is no more than 5 people per month. Few? Perhaps for some, yes, but for small companies, it is often quite enough.