Why do we design online training? Often, the answer is simple—someone hired us to do so, or someone in our organization decided that specific training is necessary “for some reason.” But how many online courses are truly needed or designed to be accessible, effective, and engaging? With an attrition rate of between 40% and 80%, we should rethink how we design learning solutions to invest our time, money, and talent effectively.

Devlin Peck emphasizes that designing training without proper analysis is unethical. We tend to create unnecessary courses without addressing the root performance issues, wasting time and resources. The solution is adopting a performance consulting mindset, conducting a thorough analysis, and evaluating the effectiveness of interventions. Training should only be designed when it is part of a clear solution to a problem, and other simpler solutions should not be overlooked.

Some other, more commonly discussed ethical concerns surrounding the creation of online training are:

Accessibility

Instructional designers must ensure learning experiences are accessible to all learners, including those with visual, auditory, cognitive, or physical impairments. This involves providing alternative formats (like screen readers or transcripts) and avoiding interactions that require specific physical abilities (like drag-and-drop). All web content should comply with WCAG 2 guidelines to ensure users can easily navigate and understand the materials.

Privacy

Respecting learners’ personal information is crucial. We should only collect necessary data and clearly communicate its use. Ensuring the protection of this data helps maintain trust and avoids privacy breaches.

Intellectual Property Rights

We must respect intellectual property by seeking permission for copyrighted content, following fair use guidelines, or using openly licensed or self-created content.

DEI – Diversity, Equity, and Inclusion

We should embrace diversity by considering learners’ cultural backgrounds, perspectives, and unique needs. The goal is to avoid bias, stereotypes, or exclusion and ensure that all learners feel valued and respected.

Embracing ethical guidelines in online course design paves the way for inclusive, accessible, and respectful learning environments that cater to a diverse range of learner needs. Prioritizing accessibility, privacy, and intellectual property not only ensures fairness but also creates a space where all learners can thrive, regardless of their abilities or backgrounds. These guidelines also foster trust and make sure that resources are used efficiently to meet real educational needs. Ultimately, ethical design enhances the learning experience, promotes fairness, and contributes to the long-term success of organizations and designers.

References:

Bawa, P. (2016). Retention in Online Courses: Exploring Issues and Solutions—A Literature Review. Sage Open, 6(1). https://doi.org/10.1177/2158244015621777

Peck, Devlin (2023). The Ethics of Designing Training. https://www.devlinpeck.com/content/ethics-of-designing-training