E-Learning Platform Case Study

Shubham Bhatt
Draft · 7 min read

A few weeks back, there was this challenge on Uplabs where it was asked to design an E-learning platform. I also attempted that without giving much thought to the UX part of the design.

But after posting the iterations on LinkedIn, one of my connections told me to put thought on it and then design.

Hence, I started with proper design thinking processes and documented the same.

So, here is what I have done so far:

Design brief:

Design and build a well-arranged E-learning platform that will help the pupil in a more efficient learning experience.

Design Process:

Empathize -> Define -> Ideate -> Prototype -> Test


The goal of this design thinking phase:

To gain an empathic understanding of the people you are designing for and the problem you are trying to solve.

Activities Involved:

  1. User Survey: 28 participants
  2. Personal Interviews: 4 Participants.

Target Audience:

Who actively want to leverage and make use of E-learning platforms for upskilling and are actively learning.


  1. To learn about their E-learning habits.
  2. To learn about their primary motivation.

You can find the following asset files here: http://bit.ly/30ZlykZ

[Assets]: [Online survey spreadsheet], [Online survey summary], [Personal Interview Questionnaire], [Personal Interview Summary]


The goal of this design thinking phase:

Synthesize and develop an understanding of who exactly you are designing for and what your users really need.

Defining a meaningful and actionable problem statement, which you and your team can focus on solving.

Activities Involved:

  1. Affinity Diagram (Space saturate & group)
  2. Persona
  3. Empathy Map
  4. Point of view (Problem statement)
  5. How might we (Actionable problem statement)

Affinity Diagram

After aggregating all the information in one single place using the affinity diagram (Space Saturate and group) activity, here are the insights that I was able to capture.

Pain Points:

  1. Long form monotonous boring content.
  2. Missing interaction from community or course creator.
  3. Selection of best resources because of the overwhelming amount of resources out there.
  4. Guided roadmap for learning.


  1. Whether to go about any E-learning material especially an online course, social proofing and recommendations from industry experts is one of the best methods for selection.
  2. Most of the people use the desktop to go through any course online.


  1. To learn and get better at the job.
  2. To earn industry-recognized certificates.

Empathy Map


Point of view

“A user who is in its initial phase of career needs to learn things online to become competent in the industry or to find a job and satisfy his/her self-actualized and esteem needs “

How might we

  1. How might we make learning things online more efficient, interactive, guided ​and as per industry standards?
  2. In what ways might we make learning online efficient, trending and interactive and guided?
  3. How might we make interactive, effective and industry-recognized online learning accessible to the masses?
  4. How might we make online learning in compliance with the latest industry standards?
  5. How might we make online learning efficient, interactive and guided which enables the users to excel in their career?

One key insight that can be drawn from the two aforementioned activities is that according to the Maslow hierarchy of needs, the target audience falls in the category of fulfilling their self-actualized and esteem needs.


How might we question that was taken into consideration:

How might we make learning things online more efficient, interactive, guided ​and as per industry standards?

The goal of this design process phase:

To generate ideas in bulk and then choose the best ones out of those.

Activities involved:

To generate the ideas:

1.Braindump — Individual brainstorm

2. Worst possible idea

3. Challenge Assumptions

The goal of this design phase:

The goal of this design phase is to generate ideas in bulk and get space for innovation. Towards the end of this phase, we move forward by selecting the best possible ideas for execution.

Braindump — Worst possible ideas

Resolution to the worst possible ideas:

Challenge assumptions:

1. E-learning materials that come with the deadline has more effect then self-paced materials.


Because it builds the finishing muscle especially if you are a beginner and once you’re done completing the course, you also get confidence.


E-learning materials should be self-paced. A learner can pick up the material as and when he/she gets time.

Some possibilities:

1. For the beginners to build their finishing muscles, the courses should be deadline based so that they can be disciplined. 2. For advance E-learning material, since it takes time to sink in, it should be self-paced.

2. Byte-sized content is more effective than long-form content.


Because our attention span time is reducing and we usually skim through the content. Long-form content can turn out to be boring and usually the user loses the focus and attention.


Content should be as elaborative as possible.

Some possibilities:

1. Byte-sized content.

2. Making the user understand the concept in easier terms and in brevity.

3. The advanced stuff that needs to be in-depth and elaborative can be brought down to some level when it comes to content length by following one simple rule,

“focus on essentials and skip the obvious.”

3. E-learning material/platform should be interactive.


Learning is a two-way process. The learner should feel connected with the author or the creator and ask for queries and doubts, in case of any.


It should be a single toned.

Some possibilities:

1. Interactive quizzes in middle or at the end of each lesson.

2. Feedback and doubt solving sessions with the creator or author.

Selection for best possible ideas:

Impact measures & feasibility

Impact Measure and feasibility

High impact, very easy to implement:

1. An app that provides E-learning material keeping beginners in mind taking their journey forward from beginner to intermediate and to advanced.

2. Interactive quizzes and feedback sessions

3. Weekly recall sessions for building muscle memory.

4. Social proofing.

5. Guided curriculum.

6. Intuitive and self-guiding UI.

7. Industry recognized certificates.

8. Usage analytics to give instant gratification to the user.

9. Skill proficiency tests.

10. Utilization of spaced repetition technique to give you byte sized revision material directly on your inbox.

High impact, moderately easy to implement:

1. One to one mentorship

High impact, hard to do:

1. Local offline groups for peer learning.

2. Job assistance

The solution from the ideation phase:

An E-learning portal which provides a guided curriculum to the learners taking their journey forward from beginner to intermediate to advanced.

The core principle of the application is that consistency beats perfection and makes use of spaced repetition techniques to build the muscle memory.

Since learning and acquiring new skills online is a daunting task, it first helps you build your finishing muscle and then help you gain expertise in the subject matter.


Activities involved:

  1. Storyboard: to flesh out how users are going to experience the product at different touchpoints.

2. Wireframing: to create the user interface design for the app.



Low Fidelity Wireframes

Low fidelity wireframes

Middle Fidelity Wireframes

Middle fidelity Wireframes

High Fidelity Prototypes (1st Iterations)

Main Screens
Account screen

Further UI Iterations

**Further screens are being designed