Psychology

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E-Learning
E-learning is a mode of study that has emerged as an alternative to the more conventional classroom setting. Of its many benefits, it makes it efficient in the training of employees as they perform their duties. The field of psychology is wrought in dynamism. Factual information is always being released perpetually as a result of constant research as some accepted notions get discredited (Welsh et al. 252). Psychotherapy is an example of job aspect for which I think e-learning solution would be appropriate. This is in regard to the updates made on already existing theories towards a better psychological training.
Though the technology is full of glamour, an ill developed system is sure to be a stumble. Development of an efficient mode is not all about using multimedia. Instructional methods used need to create enhanced effort for self-paced mode of study and a constant stream of updates. Setting clear goals on the ideal content to study, the course duration and learner availability is the most important factor. Besides implementing the system, there should a clear evaluation framework to check on the course quality and clarity of course materials. Evaluation should be during development, while it’s underway and after a course is over.
For the program to be effective there needs to be an investment in developing an online eLearning portal. This is best incorporated in the business website. It will save on additional hosting fees and other cost incurred in website development.

In addition, it will build on the existing platform already under use by the staff. However, the system requires use of educational resources. Access to these often is on a subscription basis. Developing the curriculum will involve access to multiple institutional research releases. This will in addition require a budgetary allocation for the curriculum development.
Work Cited
Welsh, Elizabeth T., Connie R. Wanberg, Kenneth G. Brown, and Marcia J. Simmering. “E‐learning: emerging uses, empirical results and future directions.” international Journal of Training and Development 7.4 (2003): 245-258.
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