This year's Learning Survey was commissioned by the Learning and Performance Institute (LPI) and the Learning Directors Network to provide a definitive, in-depth analysis of the state of learning and development in the UK and of the current market for training and learning services.

The survey attracted over 540 responses from both L&D specialists and others whose roles include responsibility for L&D activities. Over sixteen percent of the responses came from individuals at the Chief Executive, General Manager, and Director levels, and a further 32% were from others in management roles.

One thing the study clearly reveals: instructor-led training is alive and well. New technologies have led many to predict the imminent death of the classroom, but it continues to be an important medium of delivery for most respondents. It is also clear that the learning-and- development profession knows about new technologies, is enthusiastic about them, and wants to adopt them.

About 25% of respondents said their organisation used "less" or "much less" classroom training in 2011 compared with 2010 - but 22% used "more" or "much more". The net effect overall was a small reduction in the use of classroom training.

It is particularly revealing to compare responses this time with the predictions made in the corresponding survey twelve months ago. With the exception of live online learning, the growth in the use of each category of learning technology has been slower than anticipated.

The reason does not appear to be any lack of enthusiasm on the part of L&D professionals, so it seems the adoption of these methods is less straightforward, or more expensive, than they anticipated - or that they lack the expertise to implement them as easily as they had hoped.

Regarding the type of providers, commercial providers appear to have increased their market share over the last twelve months, mainly at the expense of contractors and freelancers. This may be because contractors and freelancers offered an attractive (i.e. cheaper) alternative to commercial providers for delivery of classroom training but do not have the same advantage (or the same skills and experience) in relation to technology-based methods.