The Five Attributes of I Innovative E-Learning

Training & Development, June, 2000 by Nancy J. Lewis, Peter Orton

Diffusion of Innovations

For five decades, scholars have studied how and why innovations in technology, agriculture, health care, transportation, education, and almost every walk of life are adopted or rejected by their target audiences. Everett M. Rogers, professor at the University of New Mexico, has spent 30 years studying that phenomenon. In Diffusion of Innovations, Rogers writes that an innovation "presents an individual or organization with a new alternative, with new means of solving problems. But the probabilities of the new alternative being superior to previous practice are not exactly known by the individual problem solvers."

Given the uncertainty about an innovative technology, how can advocates for an innovation target and promote it to the appropriate audience?

The innovation process typically begins with recognition of a problem or need, which stimulates the creation of an innovation. In leadership training for IBM managers, the problems included high classroom training and travel costs, managers' scarce time, and a lot of material to be covered.

Other concerns about innovation can outweigh whether it will be embraced. The half-century of diffusion research suggests that five distinct attributes are strong predictors of an innovation's acceptance. It's those attributes and not learner preference for one modality over another (or even the perceived need for change) that training organizations must assess and use to inform an online intervention. They are the innovation's

* relative advantage

* compatibility

* complexity

* trialability

* observability.

According to Rogers, though all of those attributes may not be equally important for all respondents, they are common enough that innovation promoters should keep them in mind.

Relative advantage. This is the degree to which the proposed innovation is perceived as better than existing alternatives. The advantage may be viewed in terms of profitability, speed, social prestige, effectiveness, or any of many other potential positive outcomes. In the case of online learning, that may be just-in-time access (getting information immediately when the need arises) or the advantage of being able to focus on precise skills development for a specific need instead of having to sit through an entire class covering a broader set of skills.

Compatibility. This is the degree to which an innovation is viewed as consistent with the existing values, past experiences, or needs of potential adopters. A compatible idea or process will fit more closely with a learner's life situation, requiring less adjustment. Compatibility with previously introduced processes, values, or ideas helps learners regard the innovation as "familiar." If online usability is consistent with already familiar interfaces and navigation, then the learners will likely feel more comfortable with the new learning technology.

Simplicity. The degree to which an innovation is perceived as relatively easy to understand and use. The perceived complexity of installing a plug-in is just one example of an impediment to the adoption of online learning.