E-learning

One area in which the technology revolution is having a massive impact in HRD is the provision of e-learning. Through the rapid investment in web facilities, the terms ‘computer-based training’, ‘web-based training’, ‘distance learning’, ‘flexible learning’ and ‘online learning’ have now been incorporated under the heading ‘e-learning’. It is difficult to define e-learning precisely, and any attempt to pin it down is likely to be superseded by events. The CIPD, however, uses the following (Sloman and Reynolds, 2002, p. 3):

‘Learning that is delivered, enabled or mediated by electronic technology for the explicit purpose of training in organizations. It does not include standalone technology-based training such as the use of CD-ROMs in isolation.’

Research has suggested a number of benefits of e-learning (Pollard and Hillage, 2001), including the ability to learn ‘just in time’ at the learner’s pace and convenience, the provision of update-able materials and a reduction in delivery costs. There is also the possibility of collaborative working, sometimes with learners spread over large distances, with tutor support, flexibility of access from anywhere at any time and monitoring of learner progress.

Several larger organisations have attempted to use e-learning to recast their central HRD provision. There is an emphasis on employee self-service via company intranets, allowing staff to take responsibility for their choice of training. For example, at the Spanish company Telefónica, as part of a training policy to increase participation and interaction (Gascó et al., 2004), a distance learning system was installed to provide geographical and time flexibility; this was composed of self-study, technical and videoconferencing provision. An extension of this policy is the creation of corporate universities (CUs), such as the Heineken University at www.heinekenuniversity.com.

Cunningham et al. (2000) suggest that most CUs are simply rebadged training departments, but it also argued that a CU reflects an organisation’s strategic priority for learning, especially where staff are dispersed globally (Paton et al., 2007). Gibb (2008, p. 143) suggests that a CU reflects an aspiration to ‘create a strategic learning organization that functions as the umbrella for a company’s total education requirements.’ The key features that make a CU distinctive are, according to Paton et al. (2007):

  • Corporate-level initiatives in large, highly complex and differentiated settings – CUs will have a presence on the board. They may be distinct from the HRD function within large business units. They aim to deliver a specific corporate contribution, avoiding the replication or duplication of what is being managed or delivered at a local level.

  • The pursuit of continuing corporate alignment – the CU is seen as a vehicle by which the control of HRD activities, broadly interpreted, can most effectively be aligned with strategic priorities, such as post-merger integration, customer loyalty and developing leadership.

  • Raising standards, expectations and impact – the CU reflects the strategic priority afforded to learning. Issues might be ensuring the highest quality of provision, including harnessing the best available technology to create a virtual learning platform across global sites.


References

Cunningham, S., Ryan, Y., Stedman, L., Bagdon, K., Flew, T. and Coaldrake, P. (2000) The Business of Borderless Education. Canberra: Department of Education, Training and Youth Affairs.

Gascó, J. L., Llopis, J. and González, M. (2004) The use of information technology in training human resources. Journal of European Industrial Training, 28(5): 370–82. 

Gibb, S. (2008) Human Resource Development: Process, Practices and Perspectives (2nd edn). Basingstoke: Palgrave Macmillan.

Paton, R., Peters, G., Storey, J. and Taylor, S. (2007) Handbook of Corporate University Development: Managing Strategic Learning Initiatives in Public and Private Domains. Aldershot: Gower. 

Pollard, E. and Hillage, J. (2001) Exploring e-Learning. Report No. 376. Brighton: Institute for Employment Studies. 

Sloman, M. and Reynolds, J. (2002) ‘Developing the e-learning community,’ paper presented to the Third Conference on Human Resource Development: Research and Practice Across Europe, Edinburgh, January.

Comments

  1. UdanaMay 6, 2022 at 12:06 PM

    A very good topic of discussion Shamran. With the evolution of technology e-learning has become the new trend. Its best for distant and specially individual learning. The e-learning materials and platforms should be developed likewise. It is necessary to enable the interaction between the learners and the content in e-Learning systems in the same manner (Tevangarian,2004).

    ReplyDelete
    Replies
    1. Mohamed ShamranMay 15, 2022 at 5:44 AM

      I agree with your comment Udana. The basic principle of e-learning is ‘connectivity’ – the process by which computers are net- worked, share information and connect people to people. In designing the E-Learning system, consideration has to be given to ‘functionality’ – what each part is expected to do (Armstrong, 2009).

      Delete
  2. Maheshani Priyankara Weerarathne (Maheshi)May 6, 2022 at 12:28 PM

    Hi Mohamed , Nicely done and like to add more here ,E-learning is a learning approach that is based on formalized instruction but uses electronic resources. While teaching can take place in or out of the classroom, E-learning is defined by the use of computers and the Internet (Gascó et al., 2004).

    ReplyDelete
    Replies
    1. Mohamed ShamranMay 15, 2022 at 6:06 AM

      Agreeing with the comment and further, highlighting that E-learning is delivered through websites and the intranet; CD-ROMs are also used extensively. Provision can be made for online coaching and discussion forums. The content can be delivered through PowerPoint, video and audio clips, drag and drop questions, PDF files, links to websites, and web-enabled forums and learning communities (Armstrong, 2009).

      Delete
  3. Nilushi FernandoMay 6, 2022 at 1:59 PM

    Hi Mohamed. This is valuable a timely topic. E-learning has two main areas, such as leaning and technology. Learning is a cognitive process that achieving knowledge and technology mean enabler of the learning process. E-learning systems aggregate various tools like writing technologies, communication technologies, visualization and storage Aparicio, M.,Bacao,F.,& Oliveira,T.(2016).

    ReplyDelete

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