Two Research-Backed Techniques That Make E-Learning More Effective

Two powerful e-learning techniques: Spaced repetition and retrieval practice

Want to make your e-learning actually work better? Research shows that two simple techniques make a huge difference in helping people learn: spreading out practice over time (instead of cramming it all at once) and having learners test themselves on what they’ve learned which many people commonly do with flash cards.

Let me show you some practical ways to use these in your next e-learning project.

Spaced repetition: the art of timely review

Spaced repetition involves reviewing content at increasing intervals over time. Here’s why it works:

• It aligns with how our brains naturally form long-term memories.
• It combats the “forgetting curve,” helping learners retain information for longer.
• It’s more efficient than cramming or constant review.

Implementation tips:

1. Schedule review sessions at increasing intervals (e.g., 1 day, 1 week, 1 month).
2. Use adaptive algorithms to personalize review schedules based on individual performance.
3. Incorporate brief review activities throughout the course, not just at the end.

Real-world example:

It doesn’t need to be overly technical. A few years back, we had to train staff on our disaster recovery process. The initial training was easy to implement but the challenge with a topic like that is you won’t know if the people are adequately trained until there’s a real disaster if you only do training once or annually.

So, we set up a bunch of mini scenarios where they were challenged to do something based on the recovery procedures. These were delivered via email that we wrote and set to go out randomly over the course of the year.

This allowed us to keep the information in front of them and gave them various opportunities to learn more over a period of time. 

Retrieval practice: the power of recall

Retrieval practice involves actively recalling information from memory. Here’s why it’s effective:

• It strengthens neural pathways, making future recall easier.
• It helps learners identify knowledge gaps.
• It’s more effective than passive review techniques like re-reading.

Implementation tips:

1. Use frequent, low-stakes quizzes throughout the course.
2. Encourage learners to explain concepts in their own words.
3. Implement “test-teach-test” cycles in your course structure.

Real-world example:

In a police officer training course, after the initial content, we presented short videos where they had to make quick decisions. After they made the decisions, we asked them to write out why they made the decision in a sort of “police report.” The goal was to get them to align their decisions with the training.

They then had to compare their explanations with the explanations of the “expert.” And from there they had to explain what they learned, what they did well, and where they could improve.

Combining these techniques

For maximum impact, consider combining spaced repetition and retrieval practice:

1. Use spaced intervals to schedule retrieval practice activities.
2. Adjust the spacing based on learner performance on retrieval activities.
3. Provide immediate feedback after retrieval attempts to reinforce correct information and correct misconceptions.

By incorporating these evidence-based techniques into our e-learning designs, we can significantly enhance the effectiveness of our courses. The result? Better retention, improved application of knowledge, and ultimately, a better return on investment for our clients.

How have you used spaced repetition or retrieval practice in your e-learning designs?