▁it ▁would ▁function ▁equally ▁well ▁online . ▁This ▁criticism ▁of ▁rapid ▁learning ▁development ▁focus es ▁on ▁the ▁idea ▁that ▁the ▁rich ness ▁of ▁an ▁interaction ▁with ▁students ▁in ▁the ▁class room ▁is ▁not ▁enc aps ulated ▁in ▁a ▁Power Point ▁presentation ▁file . ▁Con sequently , ▁an ▁online ▁course ▁is ▁a ▁mere ▁pass ive ▁information ▁presentation ▁but ▁not ▁a ▁training ▁activity ▁with ▁questions , ▁work sh ops , ▁problems . ▁Rap id ▁learning ▁has ▁been ▁critic ized ▁for ▁ign oring ▁the ▁ax iom ▁that ▁people ▁" learn ▁by ▁doing ". ▁More ▁glob ally , ▁the ▁critics ▁of ▁rapid ▁learning ▁have ▁followed ▁the ▁same ▁track ▁as ▁the ▁critics ▁on ▁the ▁use ▁of ▁Power Point ▁in ▁education . ▁▁ ▁The ▁success ▁of ▁rapid ▁learning ▁has ▁an ▁economic ▁reason . ▁Many ▁developers ▁and ▁organizations ▁are ▁able ▁for ▁the ▁first ▁time ▁to ▁build ▁their ▁online ▁course ▁without ▁the ▁help ▁of ▁an ▁e - learning ▁team ▁( including ▁instruction al ▁design ers , ▁art ▁design ers ▁and ▁other ▁contrib utors ). ▁The ▁overall ▁evolution ▁of ▁internet ▁practice ▁and ▁the ▁development ▁of ▁the ▁Web ▁ 2 . 0 ▁collaboration ▁scenarios ▁might ▁lead ▁train ers ▁to ▁other ▁scenarios . ▁Rap id ▁learning ▁is ▁seen ▁an ▁inheritance ▁of ▁the ▁CD - ROM ▁model ▁and ▁the ▁idea ▁that ▁e - learning ▁consists ▁in ▁an ▁individual ▁self - p ac ed ▁practice . ▁▁ ▁Stud ents ▁often ▁comp lain ▁that ▁self - p ac ed ▁individual ▁learning ▁can ▁be ▁un eng aging ▁and ▁offers ▁little ▁ch ances ▁of ▁interaction , ▁correction ▁and ▁success