Why Your eLearning isn't Working

The eLearning industry is in the midst of an identity crisis.

On the surface, it looks thriving. It's an industry buzzing with buzzwords - gamification, AI-generated video, VR simulations, and the latest "flashy" trends. It is an industry run largely by talented graphic designers and well-meaning L&D professionals.

But if you scratch the surface, you find disconnect. We are seeing beautiful courses that look like blockbusters but teach like brochures. We see "interactive" modules where the interaction is merely clicking next, scrolling, or guessing at a multiple-choice question.

The uncomfortable truth? The eLearning industry is being led by people who have never stood in a classroom.

It is an industry of content creators, not educators. And the difference is costing businesses millions in wasted training budgets and information overload.

The "Design-First" Trap

Currently, many companies view eLearning as a box-ticking exercise. It's something they "have to do." We all advertise our services as a something more than a tick box exercise. However, the result is usually a course that prioritises aesthetics over cognition.

Graphic designers can make a course look exciting. They can animate characters and create sleek interfaces. But visual engagement is not the same as cognitive retention.

A designer asks: "Does this look modern?" A teacher asks: "Does this scaffolding support long-term memory retrieval?"

We see professionals discussing the latest trends - like microlearning - without the educational background to back it up. Breaking a 60-minute video into 5-minute chunks isn't microlearning; it's just a fragmented video. The same can be said for traditional courses. Without understanding the pedagogical strategy behind why we chunk information, "bitesize" becomes just another gimmick that fails to ensure retention.

The Missing Conversation: Learning Theory

In discussions with trainers and developers across the sector, one thing becomes glaringly obvious: the silence around Learning Theory.

It is rare to hear deep discussions about Bloom's Taxonomy, Cognitive Load Theory, or the nuances of Andragogy (adult learning) versus Pedagogy. Instead, the focus is on the tool, the software, or the AI that wrote the quiz questions.

Anyone can ask ChatGPT to generate a scenario. Anyone can insert a drag-and-drop exercise and claim it simulates the "real world." But true learning goes deeper. It requires understanding how the brain encodes, stores, and retrieves information. It requires empathy for the learner's starting point and a roadmap for their growth.

The Tyfu Difference: Assessment for Learning over Assessment of Learning

At Tyfu Learning, we don't just present information; we engineer understanding.

The industry standard is simple: Provide detailed information (that you could have Googled), ask a predictable question to prove the user was awake, and move on.

We take a different approach. We integrate Assessment for Learning (AfL) into every module.

While we utilise tools like multiple-choice questions, we don't use them just to test you; we use them to teach you. We don't rely on simple recall of a paragraph you just read. We focus on the application of knowledge.

Take our Safeguarding course as an example: Instead of dumping legislation on a slide, we scaffold the learning journey:

1. Identify: Learners begin by identifying incidents in realistic settings.

2. Recognise: They move on to recognising the correct course of action.

3. Record: Finally, they learn the procedure of recording.

4. Synthesise: We bring it all together in complex scenarios that require the learner to use all three skills.

This isn't just "training." This is the architectural construction of knowledge in the learner's brain.

We believe that to fix eLearning, you have to return to the experts of learning. That is why we are fundamentally different:

• Established by a Teacher

• Designed by Teachers

• Hosted by Teachers

• Consulted by Teachers

We don't hide behind flash. We don't rely on gimmicks or the "trend of the week". We rely on the science of how people actually learn.

When we design a course, we aren't looking for the "wow factor" of the graphics; we are looking for the "aha moment" of the learner. We care about retention, not just completions rates. We care about behavioural change, not just click or scroll throughs.

Stop "Training" and Start "Teaching"

There is a reason teachers find it difficult to enter the corporate eLearning space - they ask the hard questions that the industry often ignores. They ask about efficacy, assessment validity, and differentiated instruction.

At Tyfu Learning, we embrace those hard questions. We are bringing the classroom's rigor to the corporate screen.

If you are tired of eLearning that looks great but achieves little, it's time to start using Tyfu Learning. Because teachers know best.