Education Information

Face to face training programmes were by far the most used training option with a number of unions very concerned about the policy direction of the TUC to replace its taught programme with E-learning provision. It should be noted that these concerns mainly focused around the methods of delivery (individual, computer based learning with no co-learner interaction) rather than the fact that it was online. There was much talk of “blended learning” in pre -pandemic days but not much sign of it actually happening. Reps tended to be trained either on face to face courses or via E-learning based training packages – an organised combination of online and real world provision was rarely provided. In reality, blended learning has tended to mean some individual directed learning (pre course reading, research or direction to online resources) followed by face to face training.

Changes forced by the pandemic

During the pandemic, it was regarded as inappropriate to deliver face to face sessions and many unions replaced their face to face training with an online equivalent. Group sizes remained broadly the same, as did the activities and structure of the programme.

There was a wide range of skills (amongst tutors and trainees), from just competent to very competent to embrace or be disengaged by this approach.

Online platforms allowed for the creation of small groups so it was possible to run a course with plenary discussion sessions and a number of small group activities during the day.

Many of the aspects of a face to face course could be recreated including the ability for a tutor to “visit” each of the small groups to check on progress.

This format also allowed for much shorter “bite size” sessions to be run whilst maintaining individual participation through small group and plenary sessions.

Unions also significantly increased their use of webinars as information giving vehicles to larger groups of activists and/or members.

Types of learning

We should be clear about the difference between online learning and what is referred to in this paper as E-learning. Online learning has the potential to be rich, interactive and engaging with the use of many of the techniques developed by trade union educators for face to face courses. E-learning involves individuals interacting with a pre-ordained computer programme that takes the learner through a number of stages. There is no scope for interaction with other learners during specific online sessions though there have been attempts to bring learners together after they have completed a module.

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