Learning & Performance Dashboard

Projected Growth of e-Learning

eLearning predicted by IDC to recover again. It is now projected that the eLearning market will hit $52.6 Billion by 2010

United States is the single largest eLearning market worldwide with revenues exceeding US$17.5 billion in 2007, as stated in a recent report published by Global Industry Analysts, Inc. Although offering promising growth prospects, Europe and Japan lag the learning curve with a substantially smaller market size. The globalization trend is expected to spur faster uptake in the Asian market, which is projected to register a CAGR ranging between 25%-30% through 2010. The overall eLearning market at the global and regional levels is expected to grow at CAGRs ranging between 15% and 30%. The US retains its dominance in the Corporate eLearning market with a share of over 60%. Europe is the second largest market with a share of less than 15%. http://www.strategyr.com/pressMCP-4107.asp

Corporate Learning Expenditures

Corporate e-learning expendures as reported by organizations with 100 or more employees. Source: Training Magazine's Industry Report (Published in each October issue).

Frequency of Use of Learning Methodologies

Frequency of use of classroom, elearning, and other methodologies. Source: Training Magazine's Industry Report (Published in each October issue).


Productivity index as reported by the BLS

Frequently Asked Statistics

Classroom Size

Although Pascarella & Terenzini's How College Affects Students is based on the academic world, many parts of it do concern the training world. On page 87 they cite over 10 studies and 6 reviews of the research (all referenced) on the effects of class size. The consensus is that class size is not a particularly important factor when the goal of instruction is the acquisition of subject matter knowledge and academic skills. This appears to hold true across various class types (e.g. lecture, discussion). However, smaller class sizes are somewhat more effective than larger ones when the goals of instruction are motivational, attitudinal, or higher-level cognitive processes.

Putting this in perspective with the training world - it depends. For example, I used to train heavy construction equipment (e.g. bulldozers, earth-moving scrapers, scooploaders, backhoes). We used a 4-to-1 learner to trainer ratio when performing a lot of the practical exercises. When you are in a muddy field and you got 10 inches of red clay sticking to your boots and you are trying to train, coach, provide real life experiences, and at the same time be safety conscience due to the number of things that can happen with a student on a mega-ton piece of equipment performing construction tasks, then you start to get the picture for such a low ratio.

Also, I have heard of the 4-to-1 ratio being used in other circles, but I believe it has more to do with being symmetrical (the trainer in the middle with a student at each corner), than it has to do with any real learning advantage.

Not too long ago, when I led some diversity training, the class sizes were kept small, under 10 learners, as the designers wanted to allow room for a lot of interaction to take place. So while one instance might call for small class sizes due to safety and the complexity of the training, another might be kept small to allow for certain activities to take place.

I believe the best approach is to analyze your training requirements, check on classroom facilities, and then choose your class size accordingly.

Salaries for Learning Professionals

Average Salary for learning professionals in 2002 was $67,640. In 2005 it rose to $73,913.

Average salary for Instructional Designers in 2002 was $57,943. It rose to $65,050 in 2005. For an Instructor it was $54,363 and then rose to $56,991.

Salaries are from Training Magazine's November 2004 issue.


Ernest T. Pascarella & Patrick T. Terenzini (1991). How College Affects Students. San Francisco: Jossey Bass (894 pages).

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Big Dog, Little Dog
Copyright 2005 by Donald Clark
Created July 9, 2005