E-Learning in the Workplace - Essay Example

of Leicester Centre for Labour Market Studies at the School of Management Form Please complete the information on the first page of this document, you should then complete your assignment and insert it into page 2. Once you have completed the assignment, you should answer all of the questions on the last page of the submission form, Module Review. Student ID Number Word Count Question No and Title Plagiarism Declaration I confirm that this assignment is my own work, is not copied from any other persons work (published or unpublished), and that it has not previously been submitted for assessment on any other course. I have read and understand the definitions of plagiarism and academic dishonesty from the University Senate Regulations: www2.le.ac.uk/offices/sas2/regulations/documents/2012-13/Senatereg11-discipline.pdf Unintended plagiarism as well as deliberate plagiarism will result in the award of a fail grade. Please insert your assignment below: E-learning in the workplace NAME: AFFILIATION: UNIVERSITY: COURSE TITLE: DATE OF SUBMISSION: Introduction of E-learning In recent years, the proliferation of the latest technologies and easy access to a wide range of Internet tools, the lives of people has been changed significantly. Even the learning sector has been impacted due to the robust growth in the technological gadgets; it has revolutionised the learning and teaching areas of the field simultaneously (Conole et al., 2003). As a result, there is a surge in the demand of workforce which makes learning a part of their training and development agenda during the career growth (Newton & Ellis, 2005). In order to cultivate an E-learning culture within the organisation, it is mandatory for the management team to seek help from the professionals so that they can enhance the morale of the workforce (Wall & Ahmed, 2008). The Information and Communication Technology (ICT) has been playing a dual role in the digital era. At one extreme, it is expected that the information oriented society in future will have to face various challenges. Likewise, these challenges ignited by the technology driven, knowledge intensive and dynamic working life will facilitate the lifelong and continuous competence development of the working people in various aspects of life (Tynjala & Hakkinen, 2005). On the other extreme, it is believed that ICT will assist in developing solutions for the posed challenges. The rapid changes in the field of E-learning have taken place due to evolution of the technologies which is also considered as a problem in this arena (Tynjala & Hakkinen, 2005). It is evident from the history of E-learning that there was dominance of the technology-driven approaches such as CAI (Computer-Aided Instructions), mobile learning, blended learning and distance learning; the basic learning process remains consistent just the technology is changed in the varying methods (Welsh et al., 2003). The pioneers of the E-learning such as Bitzer and Suppes emphasised the need of developing both theories and models so that the learners can be provided a range of excellent tools for enhancing their learning experiences. Although these early contributors realised the importance of E-learning in workplace but they stressed more on the development of technological systems for aiding this online learning paradigm (Nicholson, 2007). Recently, the practitioners have made valuable contribution in the field by investigating the area thoroughly and suggesting different perspectives for understanding E-learning and its dimensions. With the advent of time, the scholars have identified the significance of embedding E-learning in the workplace as employees are also the learners. Similar to a student, an employee requires to upgrade the competence level by reflecting on the experiences gained during the professional life. The main difference between E-learning at university level and in workplace is that employees are the adult learners in the latter case and they have to be provided appropriate guidance on reflecting upon their learning (Boon et al., 2005). E-learning in the workplace E-learning is concretely defined as “the training or learning which is prepared, delivered and managed by using a wide array of learning technologies” (Boon et al., 2005). In order to deliver the content effectively, it is imperative for the trainers to understand the audience so that the right set of learning tools are utilised. The technologies which can be used are video tapes, Satellite broadcasts, VAN/WAN, Wireless networks, interactive TV, video conferencing and others. Now-a-days, there is a range of communication technologies such as Web 2.0, Skype, Wi-Fi and etc. which can be employed to enhance the learner’s learning experience (Oiry, 2009). Previously, the scholars had limited their scope of study to understand the implications of E-learning in educational field but now it is realised that even organisations are viewed as institutions where the employees learn different thing while doing their job (Wall & Ahmed, 2008). It is imperative for the management to entrench E-learning in the workplace by implementing the latest methods of training and development. Since there is dearth of information about implication of E-learning in the business world, the Human Resource (HR) department is in search of valuable content about this conception (Hung & Cho, 2008). As every enterprise is comprised of various structural and behavioural dimensions, it is important for the HR professionals to analyse the business activities so that it can provide the workforce relevant set of learning opportunities (Conole et al., 2003). One major addition done by the scholars is that they have widened the concept of E-learning in the workplace. Initially, it was believed that E-learning was viewed as a one-time effort which is undertaken in the form of training sessions to improve the competency level of employees. Presently, it is considered as a continuous learning activity as there are many instances encountered by the employees which help them in augmenting their learning base (Tynjala & Hakkinen, 2005). During the early phases of E-learning in workplace, there was limited access to the technologies and most of the training sessions were asynchronous in nature. In simplest form, the traditional E-learning activities comprised of Microsoft PowerPoint presentations which were available on the websites. However, the complex form of E-learning was online learning simulations which had audio, video, animation and graphics components (Conole et al., 2003). With the robust developments in technology and the Internet, the training and development options have expanded and there is a wide array of selection choices for the companies (Welsh et al., 2003). The latest trend in the market is to identify the competence level of each employee and the respective worth in the organisation so that the total cost of training can be determined in accordance to the long-run Return on Investment (Newton & Ellis, 2005). Despite this financial aspect, there is an increased demand of highly skilled workforce which can get engaged in the E-learning training initiatives so that the knowledge can be shared in cost-efficient and effective manner (Oiry, 2009). For every organisation, it is imperative to make effective use of E-learning methods which presents the following benefits for their enhanced business operations: 1. Consistent level of training on global level 2. Reduction in delivery cycle time 3. Convenience for the learner 4. Decrease in overloading of information 5. Effective and improvised tracking 6. Cost-effective and less expensive (Welsh et al., 2003). Different approaches of E-learning When considering the approaches of E-learning for the workplace, it is imperative to identify the key factors which tend to influence the success of this concept within the business (Nicholson, 2007). The scholars have developed a range of theories and models to understand the implication of E-learning in the organisations but most of the studies are based on theoretical framework rather than the practical experiences (Conole et al., 2003; Wall & Ahmed, 2008). According to Welsh et al. (2003), when the knowledge is being transferred from one context to another, it is pre-requisite to recognise the inherent differences such as learning culture, learner’s needs, social interactions and effective and motivational factors. It has been argued by various practitioners that E-learning mandates the need of changing the organisational culture because training and development opportunities can be provided in such improvised corporations (Boon et al., 2005; Hung & Cho, 2008; Oiry, 2009). All organisations have to understand the dynamics of E-learning so that they can be assured that their attempt of creating an E-learning culture is effective and successful in the long-run. In order to shed light on various dimension of E-learning, the theorists have investigated the concept from various perspectives. Overall, E-learning in the workplace is categorised into following sections and the key points of each division are mentioned simultaneously: Theory Major points Behaviourism Emphasis on behavioural learning Trial and error method Focus of pedagogical method is on control and adaptive based response Results are assessed on observable outcomes Cognitive Learning is viewed as transformations in the internal cognitive structures Emphasis on human development Focus of pedagogy is on the information processing and transmission through explanation, inference, recombination, problem solving, contrast and communication Utilised in organisations which have strong information base Constructivism Prominence of learner’s individual learning experience while interacting with the environment Task-oriented pedagogical focus Supports hands-on and self-directed activities for design and discovery Recommended for structural based learning environments Activity-based The structure of activities are viewed as historical entities Actions are undertaken with the mediating of artefacts present in the activity framework of a wider socio-cultural structure of a community or society The focus of pedagogy method is on minimising the gap between the historical context of the activity and the development of an individual in accordance to the activity Social situations Social interactions are taken into account and learning is viewed as its outcome More emphasis on interpersonal relationships which comprise of modelling and imitation Language is the main learning tool Language has two functions; one is communication and cultural tool and other is organisation tool Active engagement of the individual Meaning is associated with experience sharing with the world and producing new learning area Experiential Experience is the basic foundation of learning Learning is transformed into skills, attributes, competencies and emotions Reflection is used for transforming the experience into learning Problem based learning is encouraged System Focus is on organisational learning or modelling of the learner’s development after getting the feedback (Source: Conole et al., 2003) Blended E-learning According to Mitchell and Honore (2007), E-learning comprises of activities both within and beyond the classroom training sessions so that the learner can acquire theoretical and practical knowledge. In order to effectively enhance the learning phase, it is crucial for the organisations to make effective use of blended learning framework. As Continuous Professional Development (CPD) is the pre-requisite of today’s workforce, the companies have to make sure that they make available all relevant tools and methods required by the learners (Oiry, 2009). (Source: Wall & Ahmed, 2008) From the above figure, it is evident that an individual who is willing to enhance the self-knowledge can utilise any of the available tools as information is easily accessible in today’s world. Anyone can easily employ both formal and informal methods of E-learning so that the learning experience is enhanced and the person can successfully excel in the respective field. However, it is even highlighted that majority of the learning takes place through social interactions and they tend to improve an employee’s experiential base exponentially (Zhu, Valcke & Schellens, 2009). The latest norm in the organisation is to create a blended learning culture which means developing a learning model which combines the most applicable traditional face-to-face and contemporary online learning methods (Mitchell & Honore, 2007). Moreover, there is no single model which can be applied in every corporation as it varies among businesses on the basis of their working culture, training and development needs, learner’s requirements, resources available by the organisation and various other factors (Hung & Cho, 2008). However, the blended learning allows the company to consider the advantages and disadvantages of both approaches of learning. In other words, the blended learning provides the organisation an opportunity of effectively mixing the traditional personal based delivery mechanism with the online technologies (Mitchell & Honore, 2007). It is even described as the thoughtful integration of classroom face-to-face learning experience with the online experience (Wall & Ahmed, 2008). In order to provide an overview of the positive and negative aspects of both forms of learning experiences, the following table highlights these important areas: Types of learning Benefits Drawbacks Traditional classroom learning Instant feedback Familiarity with instructor and student Social community is formed Motivating for the participants Too much reliance on instructor Less critical thinking and self-development initiatives Constraints regarding time and place Expensive as trainer’s cost is high E-learning Self-paced and based on learner Flexible in terms of time and place Inexpensive or cost-effective for the learner Global audience can easily access Knowledge is accessible on unlimited basis Knowledge has archival aspect as it can be shared and reused Feedback is long in asynchronous E-learning Instructor needs additional time for preparation Uncomfortable for people who prefer face-to-face interaction Potential of more anxiety, confusion and frustration (Source: Wall & Ahmed, 2008) Hence, every organisation has to understand the dynamics of its internal and external environments so that it can design the best and practical E-learning system for its workforce. One aspect which needs to be given utmost importance is that the technological advancements take place at an accelerating pace and the organisations have to upgrade their existing infrastructures on an ongoing basis. Even the information should be updated on frequent basis so that the employees have access to the reliable and latest company and market data and the decisions are made in effective way. In addition to the systems, the latest learning frameworks should be integrated in the company’s training and development programs so that the workforce is competent and suitable for the current market challenges. Every employee should be equipped with the necessary and relevant skills and attitudes so that the issues faced by the organisations are handled proficiently and efficiently (Zhu, Valcke & Schellens, 2009). Importance of socio-cultural approaches in E-learning For decades, the scholars have been studying the concept of workplace learning to assist the organisations in developing a competent and excellent workforce. Since an efficient and competitive staff is the important resource of a company, it is mandatory for the management to allocate sufficient amount of funds for retaining them. In order to develop strong relations with the employees, the organisations have to address their needs effectively and employ all of its efforts to making them loyal to the company (Boon et al., 2005; Hung & Cho, 2008). Moreover, the employees have to be showed their worth in the organisation by assisting them in enhancing their learning on the job. Since E-learning is the imperative requirements of today’s corporation, the organisations are trying to understand the factors which can create such a complementary working environment. In order to understand the concept of E-learning, major scholars have stressed the need of evaluating it from socio-cultural perspective (Newton & Ellis, 2005). While, the behavioural, constructivist and cognitive approaches focus on the development of E-learning at an individual level, the socio-cultural viewpoint sheds light on the social aspect of learning (Zhu, Valcke & Schellens, 2009). According to the theories of socio-cultural approach, there are various social and cultural elements which influence an individual’s learning capability. It is concluded by Tynjala and Hakkinen (2005) that an organization should build the E-learning in its business in such a way that the learners can relate the practical and experiential knowledge to the theoretical knowledge. The theoretical base of this perspective is that the reflection, dialogue and intervention in E-learning workplace pedagogies are mandatory requirements (Zhu, Valcke & Schellens, 2009). It is highlighted by the theorists that the employees have to undertake self-directed initiatives as they have to reflect on their experiences on an ongoing basis and they can understand their learning and enhance their knowledge base in this way. There is strong need of developing CPD so that the employee can review the document and make sure that the learning is further improvised and enhanced by getting engaged in other productive projects (Hung & Cho, 2008). Moreover, E-learning has no boundaries according to the socio-cultural perspective as knowledge and learning is created, acquired and applied in various endeavours which involve both active and experiential learning (Newton & Ellis, 2005). There is growing emphasis on the role of communities and societies as they create instances for learning and the lessons learnt from them enhance the knowledge base of an employee. In the organisations, the employees or learners can learn from their interactions with the colleagues, supervisors, peer and other stakeholders (Conole et al., 2003). Even the knowledge gained in the social interactions is shared in the form of mutual understanding so that others can benefit and augment their learning base. Some communities are also developed within the existing communities of the workplace due to similar interests and these communities support an organisation in meeting its goals effectively (Oiry, 2009). The key challenge for the organisation is to provide such a dynamic and socially interactive culture so that the employees can communicate easily and make sure that the new learning is shared with everyone in the organisation (Zhu, Valcke & Schellens, 2009). In order to promote and support such E-learning community framework in the workplace, one option is to develop and implement a CSCL (Computer Supported Collaborative Learning) approach. With this methodology, a powerful communication and learning environment is created by integrating the collaborative learning and ICT tools. This form of E-learning will support attainment of five objectives crucial for E-learning i.e. online socialisation, access to data and motivation to share experiences, knowledge management, knowledge sharing and personal development (Tynjala & Hakkinen, 2005). In order to successfully implement the E-learning concept in the workplace, it is vital for the organisation to analyse the factors which can impact its effectiveness in its business activities. Almost all the corporations have realised that they can dominate in their market only by employing the most compatible systems and strategies in their businesses. Likewise, when making E-learning an internal part of the company, the socio-cultural aspects have to be considered as the organisations have a diverse workforce (Wall & Ahmed, 2008). According to Oiry (2009), the three vital requirements of the E-learning in workplace are supportive culture, availability of resources required for E-learning and learner’s willingness to utilise these learning approaches. Since the learners are the crucial element of this method, the organisation has to understand their requirements and needs. For instance, the trainers have to access the leadership level expected by the learners so that they can develop such competency in the trainers and the desired results are successfully attained. Likewise, the trainers have to understand the level of group interaction preferred by the learners so that they are provided sufficient amount of interaction and the learning proves to be beneficial for the learners. Hence, every individual looks at the E-learning program from personal viewpoint but the HR professionals have to identify the factors which are shaping the employee’s perspective so that they are provided only complementary methods of learning (Oiry, 2009). Conclusion In order to make sure that the employees avail the E-learning opportunities in the workplace, it is important for the HR professionals to analyse both apparent and inherent cultures. A critical part of the training and development strategy is that the company should design the E-learning programme after evaluating the person’s learning experiences, cultural contexts, previous learning instances and individual’s cognitive style of learning. Similarly, there is strong emphasis on understanding the learner’s perception about technology, course content and the facilitation of the program. It is equally imperative to get an idea about the learner’s motivation and desire of getting engaged in online learning opportunities and an individual’s perspective on the E-learning as a valuable tool for learning. However, the major element in the socio-cultural approach of E-learning is the cultural adaptation so that E-learning helps an organisation in improving its performance and creating competent workforce. Since the latest trend in the business world for employee’s training and development is of virtual learning, the organisations have to bring changes in their work environments. In order to provide the most compatible learning environment, the foremost thing required is to assess the requirements of the workforce and provide them the desired opportunities. As a result, they will view experiences as a learning tool and will be willing to share their knowledge with everyone to make valuable contribution in the company’s enhanced performance. References Boon, J., Rusman, E., Van der Klink, M. and Tattersall, C., 2005. Developing a critical review on E-learning trend reports: Trend Watching or Trend Setting? International Journal of Training and Development, 9(3), pp. 205-211. Conole, G., Dyke, M., Oliver, M. and Seale, J., 2003. Mapping pedagogy and tools for effective learning design. Computers and Education, 43(1-2), pp. 17-33. Hung, H. and Cho, V., 2008. Continued usage of E-learning Communication tools: A study from the learner’s perspective in Hong Kong. International Journal of Training and Development, 12(3), pp. 171-187. Mitchell, A. and Honore, S., 2007. Criteria for successful blended learning. Industrial and Commercial Training, 39(3), pp. 143-149. Newton, D. and Ellis, A., 2005. Effective Implementation of E-learning: A case study of the Australian Army. Journal of Workplace Learning, 17(5/6), pp. 385-397. Nicholson, P., 2007. A History of E-learning; Echoes of the pioneers, in Fernandez-Manjon, B et al. (2007) Computers and Education: E-Learning from theory to practice, 1-11. UK: Springer. Oiry, E., 2009. Electronic human resource management: Organisational responses to role conflict created by e-learning. International Journal of Training and Development, 13(2), pp. 111-123. Tynjala, P. and Hakkinen, P., 2005. E-learning at work: Theoretical Underpinnings and pedagogical challenges. Journal of Workplace Learning, 17(5/6), pp. 318-336. Wall, J. and Ahmed, V., 2008. Lessons learned from a case study in deploying Blended Learning Continuing Professional Development. Engineering, Construction and Architectural Management, 15(2), pp. 185-202. Welsh, E.T., Wanberg, C.R., Brown, K.G. and Simmering, E.J., 2003. E-learning: Emerging uses, Empirical results and future direction. International Journal of Training and Development, 7(4), pp. 245-258. Zhu, C., Valcke, M. and Schellens, T., 2009. Cultural differences in the perception of a social constructivist e-learning environment. British Journal of Educational Technology, 40(1), pp. 164-168. Module Review The purpose of this form is to provide you with a final check before submitting your assignment. As discussed in the assignment guidelines, one of the keys to success in an academic assignment is the construction of a well-reasoned and well-supported line of argument in answer to the question you have chosen. Completing this form will help you to check that your argument is clear in your own mind and therefore you can also check that it is clear in the assignment. Questions 2 and 3 are designed to assist you to reflect on the assignment (and the assignment writing process) as a check that you have done all that you can to meet the requirements of academic writing. In addition these questions will assist the markers of your work to provide feedback that relates to your own specific learning needs. 1. Please summarise briefly the central line of argument that you have tried to put forward in this piece of work. 2. Aspects of the module in which you feel you excelled 3. Aspects of the module that you found particularly challenging 4. Things or advice that I have taken on board from my previous assignment feedback 5. How do you feel you are coping with the study material? 6. Was there any part of the module that you found particularly difficult? 7. Are there any obvious omissions in the material in this module? 8. Do you have any comments about course content and format of the course materials? 9. Do you have any other comments about the course? Read More