In the world of e-learning development, we often find ourselves in a comfortable but limited mode. We carefully gather content, organize it into logical parts, add some knowledge checks, complete quizzes, and call it a day. But what if this traditional approach actually hinders real engagement and learning transfer? What if there was a smarter way to design an e-learning experience?
“Push” issue
Let’s face it: Most e-learning courses follow predictable formulas. You’ve seen countless times in time – the goal at the beginning, the content in the middle, the final quiz. This approach is what we call a “push” strategy – we essentially push information to learners, hoping some of them stick to it.
This factory-like model assumes that all learners need the same information provided in the same way. Of course, this works well if your only goal is to check the compliance box or track the completion rate. But if your goal is to change actual behavioral changes or meaningful skill development, then promoting content alone is not enough.
The power of “pull”
What if we designed a course not around content delivery but around creating situations where learners actively seek information? This is the essence of the “pull” method – building learning experiences, accessing information when needed, not when specified.
With a pull-based design, you still provide everything necessary, but you can change how learners access it. You can create scenarios, problems, or activities to inspire learners to seek solutions.
Real-world learning is “pull-based”
Consider how you learn in real life. When was the last time you read the cover of the instruction manual before trying something new? More likely, you only jump in and consult with resources when you encounter obstacles.
An example of considering the world of home decoration: assembling furniture. When facing the challenge of organizing new bookshelf, you don’t want to read an encyclopedia about furniture history and variety. You need specific guidance on connecting the correct parts currently.
If you attended the Furniture Conference course in advance, would you remember the exact procedure a few months later? Probably not. But when faced with a real problem, cheap furniture pieces can be damaged due to incorrect assembly – you suddenly motivated to find and remember solutions.
This is the power of learning based on pull-information is accurately correlated when needed.
Shift: from push
Transitioning to pull-based e-learning doesn’t mean throwing your existing content. This means how reorganization learners encounter and engage with these content. This is the ST method
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Start with the challenge, not meet
Rather than organizing your courses around content topics, organize them around challenges or problems that your learners are actually facing. Ask yourself: “What situations do my learners need to use this information?”
Example: Instead of creating a module titled “Customer Service Principles,” learners must navigate through difficult conversations and propose principles as needed.
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Create meaningful context
Develop scenarios, case studies or simulations that reflect real-life situations. These do not need to be exhaustive or expensive – even simple text-based solutions can effectively create the need to access information.
Example: For compliance courses, rather than listing regulations, a situation is proposed in which employees need to determine whether a particular action violates company policies and encourage them to consult relevant guidelines.
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Make information accessible, not mandatory
Construct your content as a resource that supports problem solving, rather than mandatory reading. Allow learners to access what they need
Example: In a sales training course, a library of product information tables is provided, where salespeople can consult in role-playing schemes when customers ask specific questions instead of forcing memory of all product details.
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Embrace multiple ways
Accepting different learners may take different routes through your content based on prior knowledge and specific needs of your content. This is not a flaw, but personalized learning.
Example: In a leadership development program, experienced managers are allowed to skip basic communication exercises, while new leaders may spend more time on these fundamentals, both groups incorporate advanced conflict resolution.
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Apps focused on obtaining
Success depends on design activities that apply the information correctly, not just remembering it. This creates a real motivation to really understand the content.
example: Rather than asking about project management steps, have them plan a simulation project where planning principles must be applied to avoid budget overspending and missing deadlines.
Results: Learning to persevere
When learners extract information to solve the problem:
- Keep improvements because the information is connected to a meaningful environment
- Engagement increases when learners become active participants
- Transfers to the workplace happen more naturally
- Learning becomes a personalized approach to personal needs and knowledge gaps
La-based e-learning courses may require more consideration initially, but the returns on actual learning outcomes are worth the investment.
Your next course: Push or pull?
Challenge your thinking when you plan your next e-learning project. Instead of asking “How to organize all this information?” Ask “How to create a situation where learners will look for this information?”
By focusing on creating pulls, you will design courses that work in the way the human brain works naturally – connecting information with needs, problems and real-world applications.
Stop pushing. Start pulling. Your learners (and their performance results) will thank you.
