E-learning policies, practices and challenges in two Norwegian organizations

Welle-Strand, Anne; Thune, Taran

doi:10.1016/s0149-7189(03)00006-5

Cited by 38 publications

(18 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this context, e-learning has the potential to be the latest in a long line of technological developments in learning that fails to deliver on the early promise and 'hype' afforded by its advocates. While there is no reason that e-learning technology should deliver a less effective alternative to traditional education or existing distance learning provision (Hodgson 2002), issues of instructional design, technology and pedagogy create tensions between cost and quality that must be balanced if e-learning is to deliver its potential in organizations (Welle-Strand and Thune 2003). Indeed, this study echoes the concerns of Clarke and Hermens (2001) that, despite the potential of the technology, it is primarily being used to deliver standardized skills training.…”

Section: Discussionmentioning

confidence: 79%

E-learning: reflections and evaluation of corporate programmes

Macpherson

Elliot

Harris

et al. 2004

Human Resource Development International

View full text Add to dashboard Cite

The majority of the articles on e-learning inform organizations on the perceived benefits of introducing technology to deliver training programmes. These benefits are primarily regarded as flexibility, cost and breadth of coverage. The disadvantages are largely ignored. The pedagogical debate on e-learning concentrates on the delivery of e-learning within a traditional educational forum and does not examine trends within a corporate environment. This study, which was supported by the University Forum for Human Resource Development, reflects on the directions and experiences of organizations listed in the FTSE 250 that are implementing e-learning. It concludes that the advantages of an online pedagogy are not fully exploited due to limitations in technology and other strategic priorities. In addition, a number of lessons have been learned by the pioneers of corporate e-learning, including the evolutionary nature of the programmes and the need to create 'organizational readiness'. Further research is essential to consider all stakeholders' experiences of e-learning, and the learner's voice is significant by its absence in the debate.

show abstract

Section: Discussionmentioning

confidence: 79%

E-learning: reflections and evaluation of corporate programmes

Macpherson

Elliot

Harris

et al. 2004

Human Resource Development International

View full text Add to dashboard Cite

show abstract

“…A set of definitions applied to the specific context of business described e‐learning as a ‘media training’ (DeRouin et al ., 2005), as a ‘method of training in enterprises’ (Dagada et al ., 2004) or as a ‘combination of training methods’ (Welsh et al ., 2003). In these definitions, e‐learning is a set of methods designed for training in companies (Welle‐Strand & Thune, 2003). Therefore, e‐learning can be viewed as a specific training method as well as coaching, face‐to‐face training or mentoring.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring diversity of learning outcomes in e‐learning courses: results of a qualitative study in a French multinational company

Baudoin

2010

Int J Training Development

View full text Add to dashboard Cite

The implementation of e-learning by companies in France is ongoing. One of their issues is to improve the learning experience of their employees. From our point of view, this implies that they must better understand the learning experience of the employees. This paper suggests a qualitative approach to learning in order to identify the diversity of learning outcomes achieved in a given e-learning course. Four e-learning courses were studied in a French multinational company. Forty-two interviews were conducted. Results showed that employees reached different types of learning outcomes even if they completed the same e-learning course. Finally, eight learning outcomes are identified: procedural information acquisition, declarative information acquisition, skills acquisition, skills automation, content understanding, understanding of the work environment, understanding of oneself and no perceived learning.

show abstract

“…In addition some factors of learning, for example emotional engagement, will not be technically possible (Campbell and Dealtry, 2003). Nevertheless, while there is no substantive reason that e-learning should deliver a less effective alternative to traditional education or existing distance learning (Hodgson, 2002), issues of instructional design, technology and pedagogy (Welle-Strand and Thune, 2003) create tensions between cost and quality that must be balanced if e-learning is to achieve its potential within organisations and to contribute strategically to the corporate university's agenda. Generic packages can be sophisticated, and bespoke material can be well designed, but time and cost may undermine the ability of organizations to reach the full potential of e-learning.…”

Section: Resources and Return On Investmentmentioning

confidence: 99%

E‐learning in the corporate university

Homan

Macpherson

2005

Journal of European Industrial Training

View full text Add to dashboard Cite

Purpose-To explore the development of e-learning within the context of corporate universities with the aim of informing the debate on e-learning and establishing key areas of concern for emerging corporate universities. Design/methodology/approach-Three case reviews of large leading edge organizations in different sectors. Findings-Whilst e-learning has potential, its success is significantly limited by context which influences the degree of sophistication and integration of e-learning and its ability to contribute to the corporate university learning processes and outcomes. Research limitations/implications-Further research is required on both the learner experience and in the wider evaluation of learning outcomes beyond simple statistical evaluation of participation. Practical implications-Key areas of difficulty are identified as: the focus on generic e-learning solutions; the barrier imposed by the base technology level of the organization; the overriding concern for ROI at the expense of learner experiences; and the extent to which pedagogical possibilities are not fully exploited. Originality/value-Raises the often overlooked issues of pedagogy and learner response to e-learning as inhibitors to the contribution that e-learning can make to the corporate university.

show abstract

E-learning policies, practices and challenges in two Norwegian organizations

Cited by 38 publications

References 1 publication

E-learning: reflections and evaluation of corporate programmes

E-learning: reflections and evaluation of corporate programmes

Exploring diversity of learning outcomes in e‐learning courses: results of a qualitative study in a French multinational company

E‐learning in the corporate university

Contact Info

Product

Resources

About