3E Learning – Getting the Most Out of Your Employees’ E-Learning


Employing the 3-E approach can be an invaluable way of providing support to students. Teachers can demonstrate empathy while simultaneously providing valuable information and solutions.

The 3e levels of change are not mutually exclusive, and any technology-enhanced activities may span across more than one of them in any module setting.


E-learning provides your employees with an effective means of keeping up-to-date on essential policies and procedures, but it also has the power to increase employee engagement. Studies show that employees who feel like they’re learning new skills tend to be happier in their jobs and more likely to be productive – to ensure your staff is getting the most out of e-learning, here are a few key strategies they should implement:

First and foremost, ensure that your e-learning is interactive and engaging. Incorporate various forms of learning such as videos, audio files, and practical exercises into your courses for maximum student retention of information submitted in multiple ways and to increase the success rate of the e-learning system. Furthermore, employ a reporting system that keeps an eye on how employees are progressing, allowing you to quickly identify any issues as they arise and rectify them quickly.

The 3E framework is an educator tool used to bridge research on education technology tools with classroom teaching practices. Decades of research prove the framework’s basic premise that successful technology use for teaching starts with appropriate instructional strategies rather than simply an attractive new tool.

Edinburgh Napier University and York St John University both use the 3E framework as part of their TEL tools; Edinburgh Napier includes it as part of its TELT Toolkit, while York St John uses it in their TEL Story Project. Furthermore, this framework can support other activities, including providing institutional policy and guidance, developing, sharing, and evaluating practice, as well as curriculum design.

The Three E Framework is especially valuable for students of varied abilities and learning styles, as it focuses on supporting growth across cognitive and affective domains while striking a balance between remediation and enrichment. Furthermore, students can build upon their strengths as they apply cultural knowledge and personal experience to the more abstract ideas being taught in class. Collins’ CR-MTSS tiered infrastructure supports this by offering universal Tier I keep that encourages 2e/3e students to unpack culturally referenced information; Tier II support allows them to respond more successfully when more challenging topics come up in class by showing off their strengths.


The 3E framework offers staff an effective way to consider how they might employ technology in their modules. It contains examples that show how technology can increase active learning opportunities (at the Enhance level), or be used for more sophisticated teaching, learning, and assessment activities that reflect how knowledge is created, shared and applied across professional contexts (Extend and Empower levels).

This framework was initially created as the 3E Approach in order to support further and higher education lecturers redesigning modules as part of the cross-institutional TESEP project, however since that time it has been adopted and used by multiple universities and other institutions both within the UK and beyond its borders.

As well as offering tutors a framework to aid their decision-making on what level of technology-enhanced activity to include in their modules, this framework also serves as a way of measuring their impact. This ensures that increased student engagement as a result of adopting technology-enhanced approaches can be appropriately monitored.

There are various ways in which tutors can extend learning, from providing open educational resources (OERs) that students can study outside of class to hosting online forums for discussing them and awarding participation marks to encourage student involvement. Extension of learning is integral as it cements knowledge into long-term memory while keeping learners motivated.

As soon as a tutor moves onto the Extend and Empower levels, they effectively relinquish control of the learning to their students. At the same time, this transition may be challenging for some tutors in order to remain effective facilitators or co-learners during student-led seminars.

This framework can be applied both at module and program levels and has already been integrated into York St John University’s curriculum design work. Edinburgh Napier colleagues have used it to shape their pedagogy using this framework; blog posts and presentations have been written on it regarding this.


At the Empower stage of 3e learning, students take more control over their education. This may involve acting as co-learners or even leaders for some activities; however, tutors may find this transition challenging as it requires them to relinquish some control of students’ education. On the flip side, this gives students more responsibility and independence.

The 3E framework is an effective and straightforward method teachers can use to evaluate technology tools’ ability to engender student learning growth. Based on decades of educational research, it allows educators to quickly assess whether a particular tech tool fits into their lesson plan and design their lessons with maximum effectiveness for that tool.

Though eLearning has quickly become a widely adopted method of study, it does present its own set of unique challenges. Some learners may require extra assistance due to learning disabilities. With access to online resources available for tailoring learning programs for all students and building confidence and skills necessary for academic success, online resources allow us to design programs specifically for each learner.

A new generation of eLearning platforms is helping educators to design and deliver more courses than ever. These specialized platforms allow them to reach a broader audience while cutting costs and streamlining development, testing, and delivery processes for systems. Furthermore, platforms provide invaluable insight into student engagement and retention rates.

As a result, these systems provide unprecedented levels of flexibility and accessibility. Thanks to eLearning, teachers can now offer their courses to students from around the globe, thus improving both educational experiences and learning quality significantly.

ELearning not only benefits educators but employees as well. Employees feel more content in their jobs when they can learn at their own pace and create more personalized learning experiences, which improve morale and productivity. Studies indicate that employees who experience an increased sense of learning report greater job satisfaction and overall happiness levels.


Experience-based learning is an effective way to engage students with classroom material and subject matter, foster teamwork, boost motivation, and encourage real-world connections between coursework and life outside the classroom. Furthermore, experiential learning provides invaluable preparation for future careers by encouraging creative expression while taking risks as confident experimenters.

As part of creating eLearning courses, instructors must understand the different levels of experiential learning. When designing these courses, tutors should carefully consider whether to start at enhanced or Extended level learning experiences; additionally, formative assessment must be used regularly in order to measure if students are making progress or not.

Though teachers may be wary of using experiential learning methods, experiential learning can be a beneficial asset when dealing with students who have special needs or are two- and three-year learners, as well as gifted ones. Experiential learning helps build self-worth and social engagement among its participants while also encouraging student actions for justice and systemic change.

Experiential learning relies on active student participation. They must engage intellectually, socially, emotionally, or spiritually in the experience to make it meaningful and valuable as a learning tool. Students should pose questions, explore possibilities, investigate them further, experiment, take responsibility, solve problems, and construct meaning for meaningful understanding; such an approach to education makes for more skillful and productive learners.

Experiential learning’s primary purpose is to help students build an understanding of scientific processes and hone their scientific expertise. This can be accomplished through activities like science experiments, hands-on demonstrations, and interactive lessons; students may even participate in local or national science competitions that provide additional exposure and foster problem-solving skills.

Additionally, our school hosts science celebrations and experimentation days that bring classroom subjects and scientific concepts alive for students. These special events can serve as memorable opportunities to reinforce classroom experiences while creating annual traditions of engaged learning.