5OS02 – Advances in Digital Learning and Development

Introduction

Learning and development (L&D) plays an important role in ensuring that the workforce is equipped with the right set of skills and knowledge for the current and future. With the help of technology, L&D has significantly transformed, which are essential in promoting efficiency in the learning process and learners’ engagement. The report below covers these changes, the role of technology, and diverse impacts.

Task One – Written Responses to Questions

AC 1.1 – Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over time.

Technology has undeniably transformed learning and development (L&D). Over the past decade, the integration of advanced technology and digital collaboration tools has revolutionized the way learning opportunities are offered and performance is optimised (Gethe and Hulage, 2022). Factors such as the internet, mobile technologies, social media and virtual learning have created incredible opportunities in the L&D sector.

Impacts of Technology.

Technology has profoundly impacted the orientation of learning and development. One of the impacts is how easily people can now access learning materials (Arar et al., 2023). Presence of learning management systems such Moodle, offered by advanced technology, has made learning no longer limited to classrooms. Users have ease in accessing learning from different locations. Traditionally, learning relied on static formats like PDFs and simple computer-based modules, but there has been a shift towards more interactive and immersive learning approaches that actively engage learners. Additionally, technology has helped increase on safety while training. The use of Virtual Reality (VR) has helped mitigate risks that may arise when practicing complex procedures such as in the medical field. Notably, healthcare providers use VR to acquire practical knowledge and skill prior to actual practice. Although the actual encounters may introduce other dynamics, learning approaches, such as VR, simulation, and augmented reality provide a near-true experience.  Technology has also enabled collection of detailed data and performance (Whang et al., 2023).This is through the introduction of artificial intelligence capable of analysis data to give meaningful information and guidance on areas of further learning and development.

One advantage of technology is that learners can easily access training materials through the remote learning platforms. Also, tools, such as virtual reality that use simulation help increase interactive and engaging content while mitigating potential risks such as physical injury during medical practice(Piro et al., 2025). Technology has also reduced costs by allowing learners to work anywhere. This has also been instrumental in promoting work-life balance. The disadvantages of technology include lack of skilled personnel in the field. Technology may also cause over reliance when learners depend too much on digital tools. Another disadvantage is the rise of technical issues leading to system failures.

Impacts of Digital Collaboration.

Digital collaboration is the use of technology and digital platforms to work together on projects and share information, regardless of physical location (Alshawabkeh et al., 2024). Digital collaboration has significantly impacted learning and development. One key impact is the enhancement of real-time communication through platforms such as Zoom, Microsoft Teams (MTeams) and Google Meet which allow live interaction between learners and trainers (Mena et al., 2023). Another impact is the introduction of remote mentoring and coaching through online forums such as webinars. Additionally, digital collaboration supports knowledge sharing by allowing teams to share documents, presentation and other learning resources through platforms such as SharePoint and Google Workspace.

Advantages of digital collaboration include support for real-time communication, remote mentoring and knowledge sharing. On the flipside, digital collaboration may face issues such as digital fatigue, low engagement levels and the need for robust cyber security (Bellhäuser et al., 2025). Organisations and learning institutions should develop a structured approach to mitigate these risks by ensuring that employees have access to multiple modes of training.

Integration of technology and digital tools has significantly reshaped the learning and development, creating more accessible and engaging platforms. While these advancements offer benefits in flexibility and communication, institutions must address challenges such as skill gaps to fully maximise their potential.

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AC 1.2 – Assess the risks and challenges technology-based learning and development poses, and how these are being addressed for:

Technology-based learning and development (L&D) leverages digital tools and platforms to enhance workers’ performance, creating a more engaging and effective learning experience. Examples include virtual reality learning, AI-based coaching and gamification, which offer many advantages in the learning experience (Zhang, 2022). However, risks and challenges such as security and cost may arise during implementation.

• Organisations

Companies using technology-based L&D are prone to data breaches and cyber threats. This poses a risk to data integrity and confidentiality within an organisation, compromising sensitive information (Setyadi et al., 2025). Additionally, organisations face the challenge of setting up and maintaining technological infrastructure, essential for establishing a technology-based L&D centre. Organisations also face a risk of technological obsolescence, where learning platforms and tools can quickly become outdated due to the rapid technological changes.

The challenges and risks aforementioned can be addressed and mitigated through the following approaches. Organisations should implement robust data security protocols such as encryptions, firewalls and access controls to help protect from data and cyber threats (Gallego et al., 2022). Another way to address the challenges is by exploring funding or partnership opportunities to help reduce the cost of purchasing infrastructure. Moreover, institutions should work on constant system and platforms updates to help curb the issue on technological obsolescence.

• Learners.

Learners may also face challenges while using the technological-based L&D. One of the challenges is lack of digital literacy skills, which poses a challenge of effective interaction with the systems (Salmon et al., 2024). There is also a potential risk of inaccessibility to reliable internet and devices, hindering their ability to participate in online learning. Additionally, some learners may feel isolated and disconnected while using the online environment, which may lead to lack of motivation due to absence of peer support.

One mitigation approach is to provide learners with digital literacy skills to enable them to effectively participate in technology-based L&D. Learners should also incorporate interactive elements such a discussions and virtual forums to help boost motivation and reduce isolation. Additionally, bridging the digital divide can play a vital role through providing offline and downloadable materials.

AC 1.3 – Assess the impact of emerging learning technologies on the role of L&D professional.

AC 2.1 – Summarise different types of digital learning content including the applications of each.

AC 2.2 – Discuss how the choice of digital learning content impacts the effectiveness of learning and levels of engagement.

AC 2.3 – Explain key principles of curating engaging learning content to address a specific need.

AC 3.1 – Discuss how facilitation of a live online learning activity can differ from facilitation of a face-to-face learning activity and the implications of this for:

• Facilitators

• Learners.

AC 3.2 – Assess the main skills required to facilitate online learning activities.

AC 3.3 – Demonstrate online facilitation skills within a live online learning activity.

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References

Alshawabkeh, R. O., Abu Rumman, A. R., & Al-Abbadi, L. H. (2024). The nexus between digital collaboration, analytics capability and supply chain resilience of the food processing industry in Jordan. Cogent Business & Management, 11(1), 2296608. https://doi.org/10.1080/23311975.2023.2296608

Arar, K., Saiti, A., & Guajardo, M. (2023). Redesigning and recomputing the future of education: The role of technology, the learning process, personality traits, and diversity in learning systems. Power and Education, 15(2), 243-258. https://doi.org/10.1177/17577438221117346

Bellhäuser, H., Siegfried, C., & Röpke, R. (2025). Digital collaborative learning in general, higher, and business education. Frontiers in Psychology, 16, 1572277. https://doi.org/10.3389/fpsyg.2025.1572277

Bencsik, A., Hargitai, D. M., & Kulachinskaya, A. (2022). Trust in and risk of technology in organizational digitalization. Risks, 10(5), 90.  https://doi.org/10.3390/risks10050090

Gallego, A., Kuo, A., Manzano, D., & Fernández-Albertos, J. (2022). Technological risk and policy preferences. Comparative Political Studies, 55(1), 60-92. https://doi.org/10.1177/00104140211024290

Gethe, R. K., & Hulage, M. S. (2020). The impact of technology on employee training and development process. International Journal of Advances in Social Science and Humanities, 01-10.

Mena-Guacas, A. F., Meza-Morales, J. A., Fernández, E., & López-Meneses, E. (2023). Digital collaboration in higher education: A study of digital skills and collaborative attitudes in students from diverse universities. Education Sciences, 14(1), 36. https://doi.org/10.3390/educsci14010036

Piro, A., Gökbulut, B., & Karabacak, E. (2025). The Impact of Technology on the Knowledge, Skills, Attitudes, and Motivation of Students in Teaching Turkish as a Foreign Language. Sustainability, 17(5), 1852. https://doi.org/10.3390/su17051852

Salmon, P. M., King, B. J., Elstak, I., McLean, S., & Read, G. J. (2024). Tomorrow’s demons: a scoping review of the risks associated with emerging technologies. Ergonomics, 1-17. 

Setyadi, A., Pawirosumarto, S., Damaris, A., & Dharma, R. (2025). Risk management, digital technology literacy, and modern learning environments in enhancing learning innovation performance: A framework for higher education. Education and Information Technologies, 1-29.

Whang, S. E., Roh, Y., Song, H., & Lee, J. G. (2023). Data collection and quality challenges in deep learning: A data-centric ai perspective. The VLDB Journal, 32(4), 791-813.

Zhang, W. (2022). The role of technology-based education and teacher professional development in English as a foreign language classes. Frontiers in Psychology, 13, 910315. https://doi.org/10.3389/fpsyg.2022.910315