Understand How Learning on Alison Works

Understand How Learning on Alison Works

Student’s Name

Institutional Affiliation



Question 2.

Type of course.

Alison is one of the best online courses aimed at many learners who aim to start their careers or earn a promotion at work. One of the critical aspects of the platform is that it is entirely free. However, students on the platform can continue to purchase an official diploma from the platform. The platform offers are a large variety of courses ranging from diplomas, individual courses or improve their understanding of certain concepts Understand How Learning on Alison Works.

Target Learners.

Therefore, the course is essential to employees seeking to increase their knowledge and skills for promotional and other purposes. It is also essential for learners who intend to earn certifications so that they can get a job. Learners in high school and college can also use Alison to improve their schoolwork and increase their understanding of other areas that they may be interested in.


Learners are responsible for choosing their timetable or completion time, which is another crucial advantage of the platform. This ensures flexibility where learners can accommodate the learning while still working, traveling, or attending school. The platform’s courses are designed so that a learner can catch up from the last time, hence ensuring continuity and understanding.

Delivery methods.

The platform uses a wide variety of delivery methods that include text, audio, and visual, that is not limited to, video lectures and web links to sites such as YouTube. Learners are, therefore, able to use the delivery method that is convenient to them in terms of the speed of the internet they are using and their ability to grab knowledge, whether reading, watching, or listening.

Question 3.


The platform is highly interactive, reflected by its ability to support more than 12 million registered users and keep tabs on their activity online. The platform is also able to ensure continued navigation and learning in more than 1000 free courses. Its high interactivity also supports interaction between the students and the teacher, mainly during the consultation. Students can contact specialist teachers in various areas that are available to respond to them 24/7. 1.5 million learners have graduated, and more than 50 percent of them have reported that the learning helped them get jobs or promotions in their workplace (High, 2017). The platform also boasts its feature of ‘Here and Now’ competency-based testing to ensure quality education. The feature allows employers to verify what an employee knows in terms of knowledge and skills after undertaking an online course on the platform (Alison., 2021). It also allows employers to take the tests employees have taken and even watch employees take these tests to assure the platform’s credibility and instructiveness Understand How Learning on Alison Works. The platform can also be accessed on all internet-enabled devices, including smartphones, allowing learners to continue learning anywhere.

Types of instructor-student communication.

The primary communication method is a messaging feature on the platform where instructors can reach out to each other. An instructor is alerted when a student comes online to respond to any question or give direction when needed promptly. The learner and the instructor can also communicate through other platforms such as emails, especially if the learner has a problem and needs more consultation on specific topics or issues.

Collaboration opportunities.

The course also ensures collaboration opportunities between learners by using high pedagogic standards designed by Alison Academy. Alison Academy is a separate organization from Alison that reviews courses and carry out necessary additions or removal on what and how it should be covered (Alison., 2021). Alison Academy comprises qualified pedagogic specialists who understand the importance of collaboration opportunities in learning, such as improving communication and teamwork skills. The specialists always ensure that the platform’s learning standard is comparable to national and international learning standards. Courses on the platform utilize several techniques to promote collaboration opportunities that include; think-pair-share technique, brainwriting, daily discussion questions, peer review, and scaffolding (Alison., 2021). The techniques aim to help students be involved in discussion or consultation with other students, which is critical in promoting understanding and mastery of knowledge and skills.

Two other key features.

Workplace-oriented content.

Though many contents on the Alison platform is borrowed or developed from leading universities worldwide, the content is a little different from the university or school content. Alison Content aims explicitly at equipping learners with skills and knowledge that are needed in the workplace. According to many learners and professionals, this feature is characteristic of modern schooling developed to solve society’s problems or workplace level (High, 2017). This feature is also attractive to employers because it reduces their training budgets by addressing the workplace gap and the academic world. Therefore, many employers are quick to pick employees who have gone through Alison compared to those with just university degrees.

Variety of languages.

The platform is designed to accommodate learners from all over the world. Some of the platform’s languages include; English, Spanish, Italian, Brazilian Portuguese, and French (Laura, 2021). This feature is responsible for its availability in 195 countries all over the world. The platform allows a learner to recommend and invite friends and other learners to the platform. Therefore, these features, combined with quality and specific content, will promote access to more and more learners worldwide.

Question 4.

Analysis using The Global E-Learning Framework by Badrul H. Khan.

Alison Online learning meets all the requirements of the global E-Learning Framework by Badrul Khan through various features (Khan, 2003).

First, useful content developed by a group of professionals in the Alison Academy meets the pedagogical criteria. The content is designed to address the needs of all types of learners, beginning with high school, university, and employees seeking to expand their workplace skills and knowledge. The platform is divided into courses, which are divided into lessons (Laura, 2021). Good quality content is developed from a wide range of content from leading universities worldwide. Therefore, a learner in a developing country is assured of learning skills, critical, even in the developed world, which was not possible in the past. The oldest review of content on the platform was 2018, which shows how the content is developed according to current trends Understand How Learning on Alison Works.

Second, Alison meets the technical criteria of the Khan’s model. The platform utilizes various tools to promote access and successful learning. The website configuration allows learners to access it from all internet-enabled devices, including mobile phones and tablets. Learners can easily access and manage their accounts and progress using the mobile application designed for android and IOS (Laura, 2021). The platform is also suited to in-app or on-site chatting platforms essential to maintaining communication with the instructor.

Third, Alison’s management has put strategies to ensure that the platform addresses all ethical considerations. The platform is open to everybody interested in learning, which provides cultural diversity and the digital divide between various environments and language differences. The platform is also considered ethical through its ability to address bias by ensuring that content does not alienate learners of a specific racial or gender grouping. Alison is a school for everybody despite their gender or race.

Fourth, Alison has a captivating Interface design that makes learning exciting and better. This is achieved by using subtle colors and self-explanatory design that one does not need a tutorial to navigate (Khan, 2003). Alison has this specific feature that allows prospective learners to skim through their desired course and learning what they are expected to cover before deciding to join. This feature is compared to window shopping. Alison also displays critical features of the course that a learner is studying. These features include the number of students enrolled in the course, rating, training level, and other related courses that the student can undertake.

Fifth, Alison has built collaborations with publishers, marketers, analysts, and technologists who ensure that learners access good content specific to the platform’s focus on workplace skills and knowledge hence ensuring the needed resource support. This is possible for their representatives who work in 14 countries across six continents worldwide (Khan, 2003). The Alison Academy also works to ensure the needed resource support to the learners on the platform.

Sixth, Alison is managed just like any company dedicated to ensuring quality services and profitability for the company. The decision to have learners go through a certificate without paying a dime is set to encourage them to pay for the diploma course that too many people are expensive compare to other online diploma courses. The head of the organization or the Chief Executive Officer, Mike Feerick, is also the founder (High, 2017).

Seventh, Alison is structured in the same way as an institution, which allows the company to address academic dealings and any issues linked to e-learning. The design of the courses where the student is allowed to schedule learning according to his/her availability and taste reduces problems hence ensuring learning continues smoothly.

Finally, Alison meets Khan’s evaluation criteria, which is key to ensuring that learning was successful. The evaluation involves an examination comprising of 30 or more questions. Success is achieved when the learners score 80 percent or more (Khan, 2003). Alison’s evaluation is unique because learners must be prepared to sit for a similar exam when employers or other people want to prove that they have the skills and knowledge indicated in Alison’s certificates.


Alison. (2021). Accreditation. Retrieved from alison.com: https://alison.com/about/accreditation

Alison. (2021). Understand how learning on Alison works. Retrieved from alison.com: https://alison.com/about/how-it-works

High, P. (2017, December 11). Is Alison The Answer To The World’s Education Needs? Retrieved from www.forbes.com: https://www.forbes.com/sites/peterhigh/2017/12/11/is-alison-the-answer-to-the-worlds-education-needs/?sh=35c495e4b89b

Khan, B. H. (2003). The global e-learning framework. The Technology Source. May/June issue.

Laura, M. (2021, January 5) Understand How Learning on Alison Works. Alison Review. Retrieved from bitdegree.org: https://www.bitdegree.org/online-learning-platforms/alison-review

Appendix 1.




Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?)

Q2. If appropriate, are objectives for each section of the course specified?

Q3. What is the instructor’s role?

  • More facilitator than didactic
  • More didactic than facilitative
  • A combination of both

Q4. If the course design allows the

instructor, to serve as a facilitator, how/ where does facilitation occur?

  • e-mail
  • mailing list
  • online discussion forum
  • audio conference
  • video conference

Q5. Does the course provide clear

directions of what learners should do at

every stage of the course?

Q6. Does the course provide a sense of continuity for the learners (i.e., each unit of the lesson builds on the previous unit where appropriate)?

Q7. Does this course utilize a matrix of media to create a rich environment for active learning?

Q8. Does the course exploit the flexibility of the hypertext/hypermedia environment of the Web?


Q9. Does the course have personnel who can assist learners in setting up for starting the course? (Or does the course have orientation programs that provide technical training before a course?)

Q10. Is the cost of required hardware,

software, and Internet service a deterrent to taking this course?

Q11. Do students receive any guidance on setting up hardware equipment for desktop video conferencing (if needed for the course)?

Q12. Are the hardware requirements for the course clearly stated?

Q13. Are the software requirements for the course clearly stated?

Q14. Do students receive any guidance

on how to do the following:

  • send e-mail attachments
  • install the required software,
  • scan a picture
  • print within Web page frames
  • create an online presentation using presentation software
  • other


Q15. Do Web pages look good (i.e.,

effectively designed) in a variety of Web

browsers and devices-in text-based

browsers, all recent versions of Internet Explorer and Netscape, and so on?

Q16. Does the course use a standard font type to appear the same in different computer platforms and browsers?

Q17. Does the course follow the "one idea per paragraph" rule?

Q18. Is the text chunked and presented

in a way that enables scanning and


Q19. Does the course provide structurally

aids or a site map to guide the learner’s


Q20. To avoid bandwidth bottlenecks, does the course ask students to download large audio, video, and graphic files to their hard drives before the instructional events?

Q21. How quickly can users find answers to the most frequently asked questions on the course site?

Q22. Does the course use easy-to-understand terminology?


Q23. How is the learner’s assessment

on various parts of the course administered? Check all that apply:

  • multiple choice
  • true/false
  • fill-in-the blanks
  • essay questions
  • papers
  • projects
  • assignments
  • proctored tests
  • portfolio development
  • case studies
  • lab report
  • journal
  • other

Q24. Does the assessment provide students with the opportunity to demonstrate what they have learned in the course?

Q25. Does the course have a system

to accept students’ online evaluations of the following?

  • Content
  • Instructor
  • Learning environment
  • Learning resources
  • Course design
  • Technical support
  • Other

Q26. Does the course provide an instant feedback button on most screens/pages to receive learners’ feedback to improve the course?


Q27. What content exists, and what content must be created? Of existing content, what content requires "reprint" permission?

Q28. Does the course acquire permission to use copyrighted information and materials?

Q29. Does the course provide students with designated and secure (e.g., password protected) online spaces to store their notes and resources?

Q30. Does the course have a system of keeping track of student submissions and online quizzes?

Q31. Does the course notify students about any changes in due dates or other course relevant matters (e.g., server down) via the following means?

  • mail
  • e-mail
  • announcement page
  • alert boxes
  • running footer added to a page
  • phone call

Q32. Does the course provide back-up materials or alternative activities for students (i.e., what students will do) if any of the following is either not operating correctly or unavoidable during a scheduled lesson period?

  • Access to the courseware
  • Discussion forum
  • chat room
  • e-mail and mailing list
  • books
  • online resources
  • library materials
  • study guide
  • instructor
  • tutor
  • technical support


Q33. Does the course guide how to organize for online learning?

Q34. Does the course provide information or ideas about how many hours (approximately) per week students are expected to spend on course assignments?

Q35. Does the course provide toll-free telephone numbers for online support services?

Q36. Does the course provide clear guidelines to the learners on what support can and cannot be expected from a helpline?

Q37. Does the course provide examples of previous students’ work on the Web? If yes, select all that apply and circle whether searchable and browsable:

  • projects (searchable/browsable)
  • papers (searchable/browsable)
  • text dialogue from discussion forums (searchable/browsable)
  • text dialogue from online conferencing exchanges (searchable/browsable)

Q38. Does the institution’s library have library resources online? If yes, do students have access to its databases via the Internet or other networks?

Q39. Does the host institution’s library have a system of getting books and other materials for students via interlibrary loan?

Q40. Does the library fax documents to students?


Q41. To improve cross-cultural verbal communication and avoid misunderstanding, does the course make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?

Q42. To improve visual communication, is the course sensitive to the use of navigational icons or images? For example, a pointing hand icon to indicate direction would violate a cultural taboo in certain African cultures by representing a dismembered body part (Reeves & Reeves, 1997).

Q43. Is the course offered to a geographically diverse population? If yes, is the course sensitive about students from different time zones (e.g., synchronous communications are scheduled at reasonable times for all time zones represented)?

Q44. Is the course designed to have tolerance for learners who adapt to an individualized distributed learning environment more slowly than others?

Q45. Does the course allow students to remain anonymous during online discussions?

Q46. Does the course guide learners on how to behave and post messages in online discussions so that their postings do not hurt others’ feelings?

Q47. If a student fails to follow the course’s etiquette, how does the instructor work with students to promote compliance?

Q48. Does the course provide privacy guidelines on online postings?

Q49. Does the course provide policies regarding fraudulent activities in course-related testing, assignments, and projects?

Q50. Does the course get students’ permission to post any of the following on the Web?

  • Students’ photographs
  • Students’ projects


Q51. Do faculty receive training on how to moderate and/or maintain a listserv?

Q52. Does technical and other staff receive training on how to communicate with remote learners under challenging situations?

Q53. Does the course limit the number of students per faculty member?

Q54. Does the course provide academic quality, such as one would expect in a traditional course?

Q55. Does the site provide any information regarding whether the course is transferable to other accredited institutions?

Q56. Is the course offered at a lower fee than on-campus courses? It is not uncommon for students to expect lower fees for online courses.

Q57. Would student information submitted online to the registrar’s office be kept secure and confidential to the extent possible?

Q58. Are instructor/tutor and technical staff available during online orientation?

Q59. Can students purchase packages of course-related supplemental reading materials online from the campus bookstore?

Q60. Can students apply for financial aid/loans online?


Yes. At the beginning of the course.

A combination of both.

Online discussion forum.





Use orientation program or a guide on how to navigate the platform.


Yes. But not a common thing since students can learn from their mobile phones.



Install the required software.





Yes. That is numbered in different colors.

Yes. Though large files are not a common thing on the website.

On the FAQ section or through the online chatting forum.


Multiple choice, essay questions, assignments, among others. The assessment depends on the unit or the course.




Content from books, journals, case studies, and websites is available. Book requires reprint permission.


Yes. Learners have personal accounts.


Email, announcement page, alert boxes, and other suitable methods.

Failure does not typically occur. However, in case of anything, students are free to access the library that has numerous materials and resources, including books, library materials, online resources, tutors, and instructors.


Yes. But the students are left to decide on themselves the accurate number of hours to cover every week.













This doe not usually take place since learners study as individuals and not as a class.






No. The platform is empowered to support millions of students all over the globe.

Yes. In many situations, it is better than the traditional course.

Yes. But courses cannot be transferable to other accredited institutions.

Yes. The certificate is free; a learner is only expected to pay for a diploma.