Online training programs can be beneficial for police officers. Accessible anytime and from any location, these courses can also be completed at the learner’s own pace – making them a cost-effective method of providing training.
This study’s results are in line with previous research demonstrating a substantial increase in knowledge and self-rated competence after gatekeeper training; however, the response rate to the follow-up questionnaire was low.
Convenience
Online learning has become an increasingly popular method for professionals across industries to complete courses, particularly those within law enforcement. This system of instruction offers convenience and ease of use to busy officers with busy schedules while offering them more variety in courses to meet department training requirements or pursue topics of personal interest. These courses can also be completed any time of the day or year on any device – including mobile phones.
The COVID-19 pandemic has demonstrated the need to enhance online training available to police officers. Although many services have already introduced e-learning programs, it is crucial that their system can withstand disruptions like those caused by COVID-19, and this research seeks to identify areas for improvement while simultaneously evaluating its effect on training delivery.
Under the Freedom of Information Act, this study collected data from numerous UK police services to answer its primary question – what was the impact of a pandemic on essential policing training delivery? Results indicated that much training had either been canceled or transitioned to online platforms; this affected both high-value areas, such as leadership and management training, as well as low-value ones, like pre-deployment training for UN peacekeeping missions, which was more likely to be canceled than transferred online platforms.
This study revealed that most police services struggled to implement an effective online learning system. Most police services use either internal or external providers for hosting their e-learning platforms, with inconsistencies between technologies and training materials being offered across services creating inconsistencies and postcode lottery in capability between services, resulting in different levels of training for police officers across services resulting in postcode lottery within police services resulting in unequal levels of activity being received by officers resulting from inconsistency of approach resulting in inconsistent levels of training received by police officers; thus developing an approach unified approach is essential when designing effective training strategies across services.
Flexibility
Online learning is an increasingly popular training and organizational tool used by businesses of all kinds. It offers high levels of flexibility for a diverse learner base and more convenient scheduling than traditional classroom instruction – plus it enables training employees on the job – making it particularly suitable for police departments with complex training requirements and officers with diverse schedules.
During the COVID-19 pandemic, police services made adjustments to their online learning practices in order to provide training sessions to their staff during this period. Some changes included breaking training between online and face-to-face modes, while others altered how lessons were prepared for delivery. This article explores whether and how these changes affected staff in these services, along with their reactions towards these modifications.
On the academic approach to online learning, a significant proportion of police services utilized a heavily instructor-directed course, using PowerPoint presentations extensively and with some services using similar software platforms for this task. Unfortunately, however, survey results demonstrate that this mode of delivery may not have been very successful and may partially explain the low levels of engagement identified during this research process.
Although these surveys did not reveal specific training needs that were met, the findings indicate that many police services struggled to prioritize training they should provide during the pandemic due to either unclear objectives or an emphasis on doing what can rather than what should be done.
One finding was that, despite efforts by both the College of Policing and Police Digital Service to promote consistency, there remains considerable inconsistency in digital learning platforms and localized teaching material. This may be attributable to the rapid nature of transitioning to online learning during a pandemic, leaving police services with little time or opportunity to develop their digital capabilities themselves – potentially leading to disparate capabilities among police services and creating an unpredictable postcode lottery of standards and qualifications.
Quality
E-learning police training programs can be an excellent way to keep officers engaged and informed. Studies have demonstrated the efficacy of such programs in increasing productivity and the quality of service rendered by police forces, as well as equipping them with tools needed for quick emergency responses. As these programs can be accessed online at any time and place, this saves both time and money while teaching officers about new technology, theories, techniques, and tactics designed to protect communities.
Though e-learning can have many advantages for organizations, they must implement the appropriate e-learning strategy in order to maximize its potential. To begin this process, identify goals and objectives related to e learning before developing an implementation plan which should include timelines for deployment as well as process outlines to ensure its successful launch on time and budget.
The COVID-19 pandemic has revealed inconsistencies between training methods and materials used. This is most evident when looking at differences in capability between police services. Some believe a lack of prioritization may cause this to ensure a uniform approach is taken by all.
Differing training styles used for e-learning could also cause inconsistency, potentially undermining engagement and motivation among police officers. Examples may include video content, instructor-led PowerPoint presentations, and prerecorded material – this could reduce concentration among officers.
E-learning platforms must be user-friendly and integrate easily with existing systems, be compatible with major web browsers and devices, offer customization to reflect individual needs, and provide additional features and functions as required. Accessible from anywhere within an organization and easily scalable according to future needs, the system should also offer audit trails and reports on usage, ensuring maximum effectiveness and security for its users.
Cost
E-learning solutions tend to have lower initial costs than traditional classroom courses due to not requiring an instructor for lesson delivery and offering convenient access from any location. Flexibility allows companies to reduce the costs associated with travel and accommodation; however, long-term costs associated with an e-learning solution should still be carefully considered, including licensing, delegate management, and support costs that may mount quickly, resulting in significant price hikes. Additionally, products designed specifically to your requirements will vary significantly in price compared to standard items. Police training organizations often opt for customized solutions, which drive up costs especially. When pricing goods sold directly by vendors (i.e., the “Cost of Goods Sold”), consider the “Cost of Goods Sold,” which represents direct expenses proportionate to users.
The COVID-19 pandemic has highlighted two potential areas of inconsistency in digital and e-learning training delivery (see Appendix Table 2). One is using localized teaching materials that may vary across services, while NCALT systems have been found to have negative impacts on engagement and motivation.
This study utilized a questionnaire survey approach to survey Taiwanese border police officers. Respondents were asked about their intention to use e-learning for police education and training, with factors including subjective norms, job relevance, and system quality as influences. As part of this research effort, an author proposed a framework for predicting the effectiveness of e-learning within police education and training programs.
Police e-learning can be an invaluable asset to law enforcement officers during crises. Being able to complete courses on the go without needing to travel allows officers to keep their skills sharper than before while taking more classes faster than they would have in previous years. Furthermore, police e-learning ensures all officers receive equal quality of training.