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Many students buy a course to change habits. How can you design your e-learning in such a way that it leads to the desired behavioral change for your student?
Many students buy a course to learn a new habit, quit an old habit, or change their lifestyle.
So these courses are not just about learning a new skill (such as learning a new language), but about changing existing behavior.
How can you design your e-learning in such a way that it leads to the desired behavioral change for your student?
We all know it, we start a course with enthusiasm because at that moment the course perfectly matches what we are looking for. For example, we want to start dieting, learn how to meditate, or be more visible on social media.
But research shows that e-learnings are unfortunately very often not completed. So make sure you keep your student's interest.
To prevent students from dropping out halfway, it is important that they can clearly see that they are making progress. For example, you can use a timeline where students can clearly see what percent of the e-learning they have already completed. But it's even more fun to make it interactive.
For example, give daily or weekly assignments and have students post them to the community, or on, for example, a “message board” or in the discussion forum.
This creates a sense of accountability and creates “urgency”. In addition, it is important that you set achievable (learning) goals.
It is better to formulate several small goals so that the student feels/experiences that several goals have already been achieved, instead of setting one goal that may still seem far away.
In a previous blog, we already wrote about the success of gamification in e-learning. Gamification is using game elements to make learning activities more challenging and fun.
In addition, traditional game elements such as scoring points, competing with others and following the rules are used to increase engagement in learning. You can also use gamification to celebrate students' success.
Celebrating successes in learning and during the process of behavioral change has a positive effect on the student's motivation.
If the student only has the learning environment to log in to, this can be quite a step. Invite the student to learn by, for example, sending reminders in an app, or an email reminding the student why they chose this e-learning again.
This triggers them to move forward. You can also set fixed times when you “check in” with your students. For example, “celebrate your success on Friday” or “visibility on Wednesday” - if you apply this consistently, students will look forward to this and feel motivated to contribute as well.
After all, they see other students sharing their successes and, of course, don't want to be left behind!
An important feature of behavioral change is consistency, so a fixed “check-in moment” is a perfect fit.
If you teach a course where you want to change the behavior of your students, you are also a very important source of inspiration.
After all, your students bought your course from you for a reason. They may have been following you on social media for a while or are on your email list and have purchased your course in response to your inspiration and success.
So don't let them down!
Show consistently, in your training and, for example, in the associated community, how the behavior you teach them still improves and enriches your life every day.
Starting an (active!) community that matches your course is perhaps one of the most successful tools for achieving long-term behavioral change.
The community acts as a support system and a social network. Students can encourage and support each other. They can answer each other's questions and share valuable information.
In addition, a community is also a great platform for sharing successes and being present in the group as a trainer. For example, you can start a Facebook group or be actively present in the discussion forum within the e-learning.
In short, if you take these tips to heart, e-learning is ideal for achieving long-term behavioral change!
