Critical success factors for successful globalised e-learning

Aggarwal, A. K.; Makkonen, Pekka

doi:10.1504/ijil.2009.021687

Cited by 12 publications

(8 citation statements)

References 24 publications

(33 reference statements)

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“…Thus the factor of time and incentive must be improved together if better results are expected (Ruiz, Mintzer, & Leipzig, 2006). As regard to over adoption in the case of eLearning, most institutions have adopted eLearning on inadequate knowledge (Rust & Kim, 2012, Aggarwal & Makkonen, 2009). …”

Section: Relative Advantagementioning

confidence: 99%

“…eTeaching and eLearning is not for everyone (Aggarwal & Makkonen, 2009). For instance students enrolled in eLearning programme or a distance learning student must have the discipline to learn with little to no supervision.…”

Section: Complexitymentioning

confidence: 99%

“…According to Roger this can occur due to lack of knowledge in the application of the innovation. Literature has proved that many institutions adopt eLearning based on scanty knowledge thus the benefits sought is not being able to be realized (Rust & Kim, 2012, Aggarwal & Makkonen, 2009). …”

Section: The Path Co-efficientmentioning

confidence: 99%

“…Without pre-preparation, some of them are bound to dropout because the whole eLearning programme would seem complex. As Aggarwal and Makkonen, (2009) puts it eTeaching and eLearning is not for everyone From the findings, Out of the 480 respondents, 440 answered the question "I was permitted to use eLearning on a trial basis long enough to see what it could do." 17.73% strongly agree, 32.27% agree, 39.09% disagree, and 10.91% strongly disagree.…”

Section: The Path Co-efficientmentioning

confidence: 99%

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Perceived Attributes of Innovation: Perceived Security as an Additional Attribute to Roger’s Diffusion of Innovation Theory

Tanye

2016

IJMMU

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The study attempts to contribute to the recent call on security issues in eLearning. Security issues in eLearning have been advanced at organizational level. These concerns had not been put in the light of effects on the diffusion of eLearning practice. ELearning involves the use of the web, digital media to deliver knowledge and skills. There is lack of the perspective of security issues at the individual level as a facilitator to the diffusion of innovations. This study proposes perceived security and how it affects the diffusion of eLearning practices in HEI as an additional perceived eLearning (innovation) attribute. The study seeks to find out the extent to which perceived security affect eLearning diffusion in the Universities. The research adopts a quantitative approach by the use of surveys. A survey has the capability of getting a wider and global perspective. Thus, these generalized views facilitate inform decision making in Universities' eLearning practice. The dependent variable for the quantitative approach is the diffusion of eLearning practice in the Universities. The independent variables are the perceived characteristics of eLearning system by students and the factors that characterize students' adoption of eLearning systems in Universities. The study found out that perceived security had the highest effect on eLearning diffusion among the students in the three Universities.

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Section: Relative Advantagementioning

confidence: 99%

Section: Complexitymentioning

confidence: 99%

Section: The Path Co-efficientmentioning

confidence: 99%

Section: The Path Co-efficientmentioning

confidence: 99%

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Perceived Attributes of Innovation: Perceived Security as an Additional Attribute to Roger’s Diffusion of Innovation Theory

Tanye

2016

IJMMU

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“…Brookshire et al () have grouped these challenges into three categories: characteristics of the design of the training or training system, workplace characteristics and characteristics of the learners themselves. Recent research has highlighted critical success factors for TEL at work, such as ease of use, flexibility and adaptability of the system, learners' motivation, learners' needs as a starting point, managerial support, changing organizational culture, interaction between learners, facilitation of learning, and the inclusion of face‐to‐face components (eg, Aggarval & Makkonen, ; Brookshire et al , ; Lim, Lee & Nam, ; Luarn, Chen & Lo, ).…”

Section: The Need For Integrative Approaches In Workplace Learning Anmentioning

confidence: 99%

TEL@work: Toward integration of theory and practice

Tynjälä

Häkkinen²,

Hämäläinen³

2014

Brit J Educational Tech

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This article examines technology-enhanced learning at work in the context of the integrative pedagogy model (Tynjälä, 2008;Heikkinen, Tynjälä, & Kiviniemi, 2011; Heikkinen, Jokinen, & Tynjälä, 2012;Tynjälä & Gijbels, 2012). The basic idea behind this model is to create learning environments whereby the four basic elements of professional expertise -i.e., theoretical, practical, self-regulative and sociocultural knowledge -can be integrated. The article illustrates two basic ways of applying the model in technology-enhanced learning at work. First, examples of how to make use of existing technologies, especially social media, to empower learning at work is presented, and second, an instance of the way the model is used in the design of specific technologies for enhancing collaborative learning in the work context is described. The article concludes that the integrative pedagogy model has the potential to serve both as a principle for designing technologies and for applying existing technologies for workplace learning. Practitioner notesWhat is already known about this topic • Today's work contexts are in constant change • The use of technology has potential to support workplace learning • There are many challenges in the use of technology for workplace learning • There is a need for theory-based frameworks to enhance TEL at work What this paper adds • The paper provides a framework for designing and applying technologies for workplace learning • The framework contributes particularly on integration of theoretical and practical knowledge • The paper discusses the potential of social media in learning at the workplace in the light of the integrative pedagogy model • The paper describes how the integrative pedagogy model can be used as a framework for designing 3D environmentImplications for practice and/or policy • The integrative pedagogy model may serve as a principle for designing technologies for workplace learning • The integrative pedagogy model can be used as a framework for applying existing technologies for learning at work 2• The integrative pedagogy model can be used in analyzing mediating tools that integrate theory and practice

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Cultural Features of e-Learning

Swierczek

Bechter

2009

Learning and Instruction in the Digital Age

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Critical success factors for successful globalised e-learning

Cited by 12 publications

References 24 publications

Perceived Attributes of Innovation: Perceived Security as an Additional Attribute to Roger’s Diffusion of Innovation Theory

Perceived Attributes of Innovation: Perceived Security as an Additional Attribute to Roger’s Diffusion of Innovation Theory

TEL@work: Toward integration of theory and practice

Cultural Features of e-Learning

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