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What is Highly Interactive Electronic Learning?

The essence is not the computer itself but the very high level of interactivity. It helps to achieve a quality of learning which is far superior to that achieved using conventional methods of learning. The learner interacts with the learning software whereby support is possible at any time through a mentor who is continually present. The mentor's computer is connected to the trainee's computer. This makes it possible for the mentor to precisely and extensively observe and evaluate the learning process. Thus, the mentor can support the learner very efficiently.

Highly interactive learning programs break the material down into very small learning units consisting of short definitions, explanations and examples. They have been designed using didactic principles and are clearly presented. Continual optimization is carried out based on the trainee's ongoing performance.

During the course of learning, these units are continually compared and correlations are identified which help lead to an understanding of generic principles. The trainee uses the didactic units to deduce generic principles and then applies these to specific problems, thereby encouraging both inductive as well as deductive thinking.

Some of the didactic units present problems with three varying levels of difficulty. Trainees who just want an overview will predominantly deal with the simple problems while those who want to understand the materials in more detail will work on the more difficult problems. Each learner can proceed at their own speed of learning by choosing the appropriate degree of difficulty. This keeps their interest continually high. The problems all complement each other across the units, which increases their didactic value.

One type of problem aims at stimulating a dialogue between the learner and the learning program. The learner gives an answer to a question and the program then offers several different suggestions as possible answers. The learner can then interact with these answer suggestions and compare them to their own. This total immersion into the contents of the learning unit increases the sustainability of the learning dramatically. The questions are laid out in a way that also allows the learner to express unusual concepts. This leads the learner into critical, prospective thinking and supports finding correlations between the learning units, thus providing a general overview.

During highly interactive electronic learning, the trainees often immerse themselves so much that time is forgotten and they don't want to stop learning. Learners are usually pleased to remember their time spent learning in this way.