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Job outlook for e-learning developers in the United States
Are e-learning developer jobs in demand?
E-learning developer job and salary trends over time
E-learning developer jobs over time
E-learning developer job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,035 | 0.00% |
| 2020 | 1,944 | 0.00% |
| 2019 | 682 | 0.00% |
| 2018 | 619 | 0.00% |
| 2017 | 612 | 0.00% |
Average e-learning developer salary over time
E-learning developer salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $88,260 | $42.43 | +3.4% |
| 2025 | $85,352 | $41.03 | +2.3% |
| 2024 | $83,419 | $40.11 | +2.1% |
| 2023 | $81,689 | $39.27 | +2.8% |
| 2022 | $79,454 | $38.20 | +1.8% |
E-learning developer jobs by state
Most common states for e-learning developers
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 539 | 78% |
| 2 | Virginia | 8,470,020 | 1,577 | 19% |
| 3 | Nebraska | 1,920,076 | 362 | 19% |
| 4 | North Dakota | 755,393 | 133 | 18% |
| 5 | Minnesota | 5,576,606 | 968 | 17% |
| 6 | Maryland | 6,052,177 | 979 | 16% |
| 7 | New Mexico | 2,088,070 | 327 | 16% |
| 8 | Vermont | 623,657 | 98 | 16% |
| 9 | Colorado | 5,607,154 | 856 | 15% |
| 10 | Kansas | 2,913,123 | 437 | 15% |
| 11 | Rhode Island | 1,059,639 | 154 | 15% |
| 12 | South Dakota | 869,666 | 128 | 15% |
| 13 | Georgia | 10,429,379 | 1,431 | 14% |
| 14 | Washington | 7,405,743 | 1,042 | 14% |
| 15 | Ohio | 11,658,609 | 1,533 | 13% |
| 16 | Indiana | 6,666,818 | 855 | 13% |
| 17 | Iowa | 3,145,711 | 406 | 13% |
| 18 | Maine | 1,335,907 | 176 | 13% |
| 19 | Delaware | 961,939 | 126 | 13% |
| 20 | Alaska | 739,795 | 96 | 13% |
Most common cities for e-learning developers
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Anderson | 1 | 2% | $72,765 |
| 2 | Hicksville | 1 | 2% | $80,448 |
| 3 | New York | 3 | 0% | $80,430 |
| 4 | Chicago | 1 | 0% | $79,882 |
| 5 | Detroit | 1 | 0% | $73,364 |
E-Learning Developer job outlook: Expert opinions
Our panel of e-learning developer experts
Robert Morris University
Armstrong State University
Illinois State University
Wright State University
Xavier University of Louisiana
Indiana University South Bend
Pennsylvania State University - Erie (The Behrend College)
Illinois Wesleyan University
New Mexico State University
University of West Georgia
What general advice would you give to an E-Learning Developer?
Dr. Richard Fuller: AI is growing and becoming more and more part of the lexicon of teaching and learning in all areas of prek-12, higher education, and corporate training and development. This will need to be understood on both the offensive side, which is using AI as pedagogy as well as the defensive side to combat academic integrity issues. Online teaching and learning, in both synchronous and asynchronous modalities in addition to more traditional f2f methodologies and pedagogies, will become more and more important as Universities look for more sustainable tools. Much was learned during the pandemic lock-down and this knowledge and skill are being used in a post-pandemic world. Keep an open mind to new innovations in curriculum design and different theories and methods to map, align, and develop curriculum. This ever-changing dynamic is grounded, however, in the fundamentals that were learned through your degree. Additionally, stay up on all the technology that is advancing. This is key in the C&I; and the instructional design world. Tech moves very fast and what you know today is outmoded tomorrow. C&I; must stay current and active to assist others through teaching and design. Knowing how to use tech and different software is tantamount to success as an instructional designer or teacher.
What E-Learning Developer skills would you recommend for someone trying to advance their career?
Dr. Richard Fuller: Be open to opportunities that will present themselves in Prek-12, higher education or corporate training and development. Many places will see the value in hiring employees with the knowledge and skills that come with a Curriculum and Instruction (C&I;) degree and will create positions accordingly. Most organizations see the value of a training and development department with specific uses. Hospitals, k-12 schools, for profit organizations and nonprofit organization incorporate instructional designers with a curriculum and instruction degree. Even higher education (HE) hire instructional designers to work with faculty. HE faculty are subject matter experts but don’t know about instruction or curriculum or how to teach online or in person f2f. They also don’t understand the value or how to design and develop curriculum and transfer that to the classroom. PreK-12 utilize C&I; grads as both trainers and as coordinators of curriculum. This may require an advanced degree (graduate or doctoral), but nonetheless, it is an opportunity and something to think about as you progress through your career. Training and Development is an obvious opportunity in many corporations and organizations as C&I; prepared graduates have a body of knowledge and skills that align with training needs in designing and delivering training for corporate and organizational initiatives in all areas. There are those with a C&I; degree who also hold teaching certificates in some area of Prek-12. This may open other doors for them in teaching in the classroom but with the degree may present additional opportunities in an organization’s administrative capacity or training.
What will help E-Learning Developers increase their earning potential?
Dr. Richard Fuller: First, know your value going into an interview. What are you really worth? Do your homework on what the salary range for the role is and the going rate with comparable jobs. Second, maximize your experiences and don’t undersell them on your resume/cv. Without embellishing, state your roles and experience in the best light utilizing wording that truly represents what you have done. Build on the experiences that you had during your undergraduate and graduate degrees (if appropriate). Third, be willing to walk away if they don’t meet your needs not only in salary but also in the role of the job and what you will be doing on a daily basis, with and for whom. If they want you they will come to your needs. Remember, you are interviewing them as much as they are interviewing you. You have power in that this is your life and your job and you need to decide if they are going to meet your needs. Don’t just settle if it is not right. Vet the job out completely and then decide.
What general advice would you give to an E-Learning Developer?
Dr. Kymberly Harris PhD: New graduates entering the field of Curriculum & Instruction should prioritize building a diverse skill set, staying current with educational trends, and actively seeking opportunities for professional development. Cultivating strong verbal and written communication skills will enhance collaboration with colleagues, parents, and students. Adapting to evolving educational methodologies, such as culturally relevant pedagogies, will contribute to long-term success.
What E-Learning Developer skills would you recommend for someone trying to advance their career?
Dr. Kymberly Harris PhD: In the coming years, proficiency in educational technology is expected to become increasingly important. Graduates should focus on honing their skills in integrating digital tools into the curriculum, leveraging data for informed decision-making, and staying abreast of advancements in online and blended learning environments. Additionally, addressing diversity, equity, and inclusion in education will be crucial for educators to create inclusive and culturally responsive learning environments.
What will help E-Learning Developers increase their earning potential?
Dr. Kymberly Harris PhD: In the coming years, proficiency in educational technology is expected to become increasingly important. Graduates should focus on honing their skills in integrating digital tools into the curriculum, leveraging data for informed decision-making, and staying abreast of advancements in online and blended learning environments. Additionally, addressing diversity, equity, and inclusion in education will be crucial for educators to create inclusive and culturally responsive learning environments.
What general advice would you give to an E-Learning Developer?
Anthony Piña Ed.D.: If you have not done so already, become active in professional associations that align to your career interests. Attend (and consider presenting at) their professional conferences. This will be a source of professional development, networking, and future employment opportunities. Look for opportunities to gain practical experience-even as a volunteer. For example, if you have an interest in instructional design, you may check out Designers for Learning (designersforlearning.org), which can match you with service-learning opportunities. You should become familiar with the instructional designer competencies from the International Board of Standards for Training, Performance and Instruction (ibstpi.org) and work on those in which you might have less training or experience.
What E-Learning Developer skills would you recommend for someone trying to advance their career?
Anthony Piña Ed.D.: Educational Technology is a very broad field with practitioners in various work settings and with differing emphases and responsibilities. Ultimately, potential employers of both full-timers and consultants will want to now 1) what you can do and 2) what you have done. Depending upon your career emphasis, you can: 1) spend some time with trial software and tutorials to gain expertise in specific applications; 2) co-author articles and co-present at conferences to build up your name recognition and credentials; 3) see if colleagues will allow you to participate in their projects: 4) do not pass up opportunities to work-even if it is low-paid or volunteer with non-profits, civic groups, etc. to build your experience and resume--so many of these lead to future jobs.
What will help E-Learning Developers increase their earning potential?
Anthony Piña Ed.D.: Working with and leading people-including managing conflict-is undertaught in our current ed tech programs. Accessibility and Universal Design for Learning will continue to rise in importance. Those going into industry (and increasingly in academe) are expected to have skills in multimedia/video production and interactive authoring, e.g., Articulate, Adobe Captivate. Of course, an ed tech professional will be expected to be up-to-speed in the use and affordances of AI.
Daniel Asamoah Ph.D.
Associate Professor and Interim ChairWright State University
Information Systems and Supply Chain Management Department
What soft skills should all E-Learning Developers possess?
Daniel Asamoah Ph.D.: Communications skills are mostly for web developers since they interface more with clients, team work.
Ashwith Chilvery Ph.D.
Director, Dual-Degree Engineering Program, Assistant Professor of PhysicsXavier University of Louisiana
Department of Physics and Computer Science
Will there be an enduring impact of the coronavirus pandemic on E-Learning Developers?
Ashwith Chilvery Ph.D.: The coronavirus pandemic has made a substantial impact on every industry across latitude and longitude. It adapted us to the new normal, which some industries see as a boon and others as bane. HigherEd, which happens to be the oldest and mature industry, is no exception. The cohort of graduates who are very special because they are flexible, comprehend concepts via simulations, videos and peer mentoring. The benefits of these pedagogies are unique, thought provoking and content rich. Subsequently, our conventional methods to calibrate or gauge student's learning outcomes were fine-tuned to current circumstances. Moreover, the prominence of online learning has also enabled us to bridge the gap. So, the repercussions of pandemic on current graduates would be narrow and low-gravity.
What's a good job out of college for E-Learning Developers?
Ashwith Chilvery Ph.D.: With increasing unemployment rates, it would be challenging for most of the graduates to find suitable and relevant jobs. More precisely, the pandemic has increased the competition by reducing the number of job vacancies. However, the students with prior internships and research experiences have an advantage to be absorbed quickly but the majority would still be on a hunt mode. In this perspective, they may want to be strategic and pursue jobs that are at a junior level but aligned with their strengths and passion. Self-employment could be other means where they could be on the learning curve and hone skills that are desired. Volunteering has always rewarded those who have embraced it. In short, graduates have to digest the current scenario and strategize their skill sets to land in their dream job.
What technical skills for an E-Learning Developer stand out to employers?
Ashwith Chilvery Ph.D.: In any job market, employers always desire graduates with sound technical skills that complement their teams. For instance, graduates may want to be cognizant of disruptive technologies in their fields such as software programming, coding, designing, 3d printing, project management, digital marketing, technical writing, data analytics and etc. In addition, employers have special fondness for graduates with multidisciplinary capabilities and skills. Having such sound skills would enable them to evolve as an independent thinker and thrive as a team player.
Will there be an enduring impact of the coronavirus pandemic on E-Learning Developers?
Hang Dinh Ph.D.: I don't think there will be an enduring impact from the coronavirus on graduates of mathematics and computer science. The Internet and technology industries are booming during the pandemic, which needs graduates in math and computer science.
What type of skills will young E-Learning Developers need?
Hang Dinh Ph.D.: In the coming years, when life is still being impacted by the pandemic in some way, graduates who enter the workforce may need skills that help them work efficiently from home. Those skills would include time management, self-motivation, and the ability to use technology. Of course, they still need the skills that are usually needed for their jobs, such as communication skills, teamwork, etc.
What experience really stands out on E-Learning Developer resumes?
Hang Dinh Ph.D.: Determining which experiences stand out on resumes depends on the position. For example, when we look for developers for ExtentWorld, we would love someone with experience in building complex or large scale systems and in designing advanced algorithms. The experience of simple coding would not stand out for such a position. At ExtentWorld, we have code-generating tools that help us build a complex one-stop social media platform at Extentworld with just two developers. This means the simple coding tasks can be automated. Graduates of computer science should have more than just coding experience.
Will there be an enduring impact of the coronavirus pandemic on E-Learning Developers?
Elisa Beshero-Bondar Ph.D.: Yes, there certainly will. My digital project design course this fall involved seniors working entirely remotely on teams, and learning to work with GitHub, as well as Slack and Discord to coordinate together. Everything was more virtual than ever this year, and I know that these students learned more than ever before the pandemic about virtual task management and teamwork, because they relied on it more than ever to be connected with each other. They're marked by that awareness, and my colleagues indicate that those who graduate will be more resourceful and productive than before, and ready to work at a distance as needed.
What type of skills will young E-Learning Developers need?
Elisa Beshero-Bondar Ph.D.: Our graduates will need the vital skill of "looking stuff up" to find the most reliable and cost-efficient technological tools for a task. They need strong virtual as well as in-person communication skills, and they need experience with careful data and file curation. They need to be good at debugging problems and finding solutions, rather than presuming that the tech a company relies on will "just work." These things will help our students find good jobs and become indispensable employees.
What experience really stands out on E-Learning Developer resumes?
Elisa Beshero-Bondar Ph.D.: Designing and developing a whole project from plan to completion, whether solo or on a team. A student with coursework involving coding won't stand out as much as a student who has applied what they have learned to a project they made themselves or with a clearly defined role on a team. A student who successfully leads a project team (during a pandemic!) clearly has much to offer the workforce.
Brian Law
Assistant Professor of Computer ScienceIllinois Wesleyan University
Computer Science Department
What are the biggest trends we'll see in the E-Learning Developer job market given the pandemic?
Brian Law: I'm not sure the pandemic has really changed anything, so much as it's accelerated existing trends. Large firms are still expanding their IT workforces - or planning to when the economy recovers - with increased interest in data science, artificial intelligence, and systems, especially with an eye towards contracting IT infrastructure and services, and moving towards decentralized work, whether that be in the form of remote work, "smart" technology, and/or the cloud.
All of these were happening already pre-pandemic as the various technologies matured, but the pandemic seems to have accelerated those trends as companies are both tightening their belts in the short-term and planning ahead for the long-term. Smaller firms may be struggling to survive, but technological progress has not stopped, so while overall job numbers may be down in any given month, that just means there's a lot of pent-up demand for when the economy recovers.
For example, the pandemic has pushed a lot of small businesses and restaurants to adopt online ordering and shopping systems; those systems aren't just going away when the pandemic ends, and new post-pandemic businesses will have to compete against incumbents with significant technology investments.
What general advice would you give to an E-Learning Developer?
Brian Law: i) Explore your options thoroughly. Too many students get bewitched by Big Tech companies, with their bold promises, their fancy campuses, their big recruitment events, and their nice swag. Nowadays, this also happens to students with start-ups. But those jobs are not only highly competitive, but they also have very similarly exacting work cultures and very little work-life balance. These are cutthroat environments that are, frankly, not suited for everyone. Instead, many graduates would probably be happier working at, say, medium or small-size companies where they can find a workplace culture that fits them rather than the other way around, or non-tech companies where the pressure is lower because the goal is more stability and support rather than rapid innovation. Of course, this is the exact same dynamic that plays out with young consultants, accountants, lawyers, and doctors, who are also often initially attracted to high-powered, high-pressure environments but often end up deciding it's not for them, especially as they get older and start thinking about families.
ii) Specialize. There's no job out there with the title, "Computer Scientist." Employers are looking to hire you for a specific set of skills and knowledge. If you can identify the area of Computer Science you're interested in and the work you want to do in that area, you can again get a big leg up over your competition if you can demonstrate that you actually want to do what your future employer wants you to and that you're good at it. If you want to work with databases, then take those extra database electives and learn some other database technologies on your own time, and your resume will stand out amongst all the others for any DBA job.
iii) Don't sweat it too much. You've probably been alive for 22 years or so, so you'll probably be in the labor force for 50+ years. Your first job is not going to be your last job, and you may easily find your career path taking unexpected turns that you never even knew existed. Just like you didn't know what the areas of computer science were as a freshman, there are many many CS-related job types out there that you're not even aware of, and 50 years from now, there will probably be even more. While it may seem like your first job will set you on one path for the rest of your life, really it starts you towards 5000 possible paths out of millions in total. No, you don't get the stability of a "job for life" anymore, but that can also be freeing in a way. Don't worry about finding that "perfect" job; even if you did find it, you and the world around you will change over time anyway, so just take your first step confidently and always keep an eye out for your next one.
What E-Learning Developer skills would you recommend for someone trying to advance their career?
Brian Law: There are several areas that are "hot" right now, such as the previously-mentioned data science, artificial intelligence, and systems, but also cybersecurity and databases/data warehousing. That being said, the most important thing for a new graduate seeking employment to do is just to do anything, produce something. Tech employers don't and have never trusted computer science credentialing; that mistrust is the origin of the infamous "tech interview," used to verify whether a candidate actually has the technical skills to back up their piece of paper.
So to preemptively answer that question and get a leg up on other candidates, graduates should be sure to generate some artifact(s) that demonstrate(s) their technical and organizational skills. Show them that you can plan a project, design it, see it through in programming it, and do so in a responsible, organized manner (good coding style, readable code, well-documented, and using proper version control), and you'll have addressed your future employer's greatest worries right off the bat.
If it's a project in one of these "hot" areas or specifically tuned for the work the employer does, all the better, but anything the employer is doing is probably leagues beyond what a fresh graduate can do by themselves in a few months, so ultimately they're not going to be that impressed with your domain-specific technical knowledge. Instead treat it more as an opportunity to show off your "soft" skills, your programming maturity, and your ability to actually produce a product rather than just answer exam questions. And while you're at it, you might as well make it something fun for yourself so you'll be driven to finish it.
Will there be an enduring impact of the coronavirus pandemic on E-Learning Developers?
Dr. Shaun Cooper Ph.D.: For most graduates, no. Most employers have their own platforms, so the effects from the pandemic are not in play as the employer; the investment into the new graduate would be similar with or without the pandemic. The new graduate may have a more difficult time catching up from the loss of some educational experiences from the pandemic, but I think it will even out in twelve to eighteen months. Some examples of the biggest challenges for new graduates are the transitions to working with others and being in offices. The past eighteen months has allowed all of us to enhance our bad personal habits; the new graduate is likely to bring these to work and expect that this is normal (e.g., bathing, eating at the desk, playing games during work time).
What experience really stands out on E-Learning Developer resumes?
Dr. Shaun Cooper Ph.D.: The most important experience on a graduate's resume is the fact that they worked during their undergraduate years. Employers certainly prefer a student who has had a computer science-related internship, but regular employment experience is equally important. The recruiters want to see a person who has been in the employment system. A student who has never had any job is more of a gamble to an employer.
As for internships, one internship is good. A second one is even better. Preferably doing a different activity and maybe at a different employer.
As the Chief Information Officer at NMSU (now retired), I oversaw 100-plus regular employees. When we interviewed new graduates, it was very important to me to see that the applicant had consistent, continuous (part-time) employment.
What type of skills will young E-Learning Developers need?
Dr. Shaun Cooper Ph.D.: Most young graduates want to be game developers. Frankly, there are too few jobs in game development for students to find a reasonable change. The skills employers want are in using SQL with relational databases, and they want the ability to work in a full stack development environment and the willingness to learn new platforms and programming environments. The employer has a huge investment in their development stack, and the new employee has to learn that stack. Also, they want employees with the ability to communicate with management and, most importantly, the ability to work with others. The graduate should be solid in basic data structures and how they are applied to solutions. Additionally dynamic HTML web services are welcome.
What type of skills will young E-Learning Developers need?
Ye Chen Ph.D.: Graduates with educational technology (Ed Tech) degrees commonly work as instructional designers, technology/media specialists, trainers, e-learning developers in k12 school, university, military, company, or government. The skills employers usually want in Ed Tech graduates include:
- Instructional design skills for analyzing instructional needs and designing & developing effective instructional solutions.
- Technical skills in utilizing technology to develop and implement instruction. At the same time, they are expected to understand how to integrate technology into instructional settings in a pedagogically meaningful way.
- Communication skills are essential as their work roles heavily rely on effective communication with content experts, clients, trainees/students, etc. throughout the instructional design process