intranets, extranets, satellite, audio/video tape ...€¦ · including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROM. The

Corporate E-learning Rodger Faherty

School of Computing Dublin Institute of Technology Kevin Street, Dublin 8, Ireland [email protected]

Abstract

This paper examines a variety of issues associated with the area of corporate E-learning. E-learning involves the use of Internet technology to deliver training material to a target audience in a cost-effective, productive and sustainable manner. E-learning has emerged as a viable training option for corporations that need to respond quickly to constantly changing training needs. The evolutionary nature of technology and the skills required to fully exploit, and manage it, have driven the demand for enterprise wide E-learning solutions. There are a wide range of E-learning products and services available to satisfy the majority of organisational training needs.

E-learning origins, drivers, market segments, organisational implications, limitations and future trends are examined in this paper.

Keywords E-learning, corporate training, E-learning drivers, content, technology, services, E-learning strategy, evaluating E-learning, E-learning trends

Introduction The aim of this paper is to examine E-learning within a corporate context. The paper will examine E-learning origins, drivers, market segments, organisational implications, limitations and future trends for corporate E-learning. The paper is aimed at training managers who are actively considering the deployment of a corporate E-learning solution. The paper will also serve as a useful instrument to public and academic institutions with an interest in alternatives to traditional training methods.

Technology assisted learning has continued to evolve and mature as new technologies have enabled the development of richer content, more effective management of courseware and students, and enhanced delivery channels. According to Urdan et. al (2000) the term E-learning covers a wide set of applications and processes, including computer-based learning, web-based learning, virtual classrooms, and digital collaboration. E-learning can be defined as the delivery of content via all electronic media, including the Internet,

intranets, extranets, satellite, audio/video tape, interactive TV, and CD-ROM.

Concepts such as the learning organisation, the corporate university and the need for constant and cost-effective training of staff have made E-learning an attractive proposition for many organisations. According to Kellett (2002), some of the economic benefits of E-learning over traditional classroom based training are quite obvious. Kellett (2002) notes that in the current, recession driven economy 50% of traditional training costs are caused by travel, food and accommodation expenses. Similar outlays are not incurred with an E-learning programme. Harris (2002), states that enterprises want to take advantage of E-learning, but success requires more than moving education and learning to the web. A viable and sustainable E-learning solution requires the formulation of an appropriate E-learning strategy involving appraisal of training needs, the selection of an appropriate E-learning solution and regular evaluation to monitor return on investment.

Section one will examine the area of corporate training with a particular focus on the learning organisation and corporate university

Section two will discuss the evolution of computer assisted learning.

Section three will examine the demand and supply drivers for E-learning.

Section four will investigate the three elements of an E-learning solution: content, technology & services.

Section five will examine the effect E-learning has on organisations and their employees.

Section six will examine corporate E-learning approaches, evaluation and potential problem areas.

Section seven will investigate three corporate E-learning trends. Learning Content Management Systems, E-learning standards and Mobile Learning.

The challenges involved in the preparation of the paper revolved around the fact that E-learning is a relatively recent and evolving technology that has few established models, frameworks or standards. An extensive literary review was required to determine the current status of E-learning, its limitations and future trends

Corporate E-Learning – Rodger Faherty _____________________________________________________________________________________

1 Corporate Training Prince et al. (2002), state that the first pioneered corporate university was General Electric’s in 1950. Traditionally, the purpose of a corporate university has been determined by the need to train employees and to develop their general skills. It was a simply an alternative name for ‘‘training departments’’ that basically offered courses from which staff selected the appropriate one and enrolled into the corresponding training activity.

According to Gagné (1996), the need for ongoing training within the corporation is driven by a number of factors. The factors are represented in Figure 1.1 training factors.

Corporate Training

Administrative support Customer Andresen et al. (1999), propose that the Corporate

University (CU) has evolved to incorporate more relevance to imminent business needs. A number of strategic directions have been identified as drivers for the new role of corporate universities:

Inter-personal

High-tech skills Changing

Figure No 1.1 - Training factors, Faherty 2003 • An initiative-driven approach, where the services of CUs focus on facilitating a corporate-wide initiative, business plan or project.

Dwyer (2001), propose that in the past training budgets were among the first to be cut during business slumps. This trend has been reversed by business leaders who recognise the important role training can play in achieving strategic goals. An organisation with a strong training focus can also be referred to as a learning organisation.

• A change-management catalyst that helps shape and complete a transitory process for the company such as embarking on a new strategy or company merger.

1.1 Learning organisation • A leadership-development agent to uphold new managers with new tools for leadership and strengthening corporate internal management.

Earle (1994), notes the importance of the learning organisation when stating that knowledge building is a complex and multifaceted activity that requires a combination of technological and social actions. Earle (1994), argued that for an organisation to build a strategic capability in knowledge management four components were required. These components are knowledge systems, networks, knowledge workers and, most importantly for this paper, learning organisations that use effective training.

• A business development instrument that explores and develops new business opportunities and induces employees with new synergy during this process.

• A customer/supplier relationship management tool that focuses on integrating standards in the supply chain.

• A competency-based, career development facility that solely focuses on the strategic objectives of the corporation and retaining employees through strategies that advocate life-long learning.

Morrison (2001), contends that effective organisations are learning organisations, that is organisations where employees are encouraged to be imaginative and look for new solutions. Such corporations need people with specific skills in acquiring, reflecting and transferring knowledge to other parts of the organisation. The skills necessary to acquire and transfer knowledge are dynamic and staff require continuous training in order to maintain and enhance their skill set.

Greig (1997), states that traditional corporate training could take place either internally or externally. Table 1.1, External/Internal training, lists factors that need to be considered regarding internal and external training.

El-Tannir (2001), states that the corporate university is an emerging model for continuous training and learning in the corporate world.

1.2 Corporate University According to El-Tannir (2001), a corporate university is a function or department in the company that develops the skills for employees, and integrates them into the strategic orientation of the corporation with strong emphasis on leadership and improved work-related performance.

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Internal Training External Training An enterprise itself is usually the most effective provider of training when the equipment on which training must be given is large, expensive and complex but is not subject to risk of damage.

Training outside the enterprise is more appropriate where equipment is costly and risk of damage high or the technology is new.

Internal training is often preferable when large numbers of employees are to be trained, and the external arrangements would be correspondingly very expensive.

Because external training can be costly, the case for it will be stronger if the numbers of people to be trained are small, the learning time is short.

Table No 1.1 - External/Internal training.

The author proposes that, with the appropriate technologies in place, there is a third hybrid classification for training that can take place either internally or externally. E-learning is the technology that can offer a training environment for the employee that is location independent.

2 E-learning defined According to Urdan et. al (2000), the term E-learning covers a wide set of applications and processes, including computer-based learning, web-based learning, virtual classrooms, and digital collaboration. E-learning can be defined as the delivery of content via all electronic media, including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROM. The American society for training and development (2003), concur with this definition but also includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM.

The author feels that either of these definitions offer a valid description of E-learning but it is also necessary to examine the evolution of E-learning in order to give it a context in the history of computer based instruction.

2.1 E-learning evolution According to Chandnani (2003), the evolution of E-learning can be traced back to 1959 with the development of the first dedicated training product called PLATO. Alessi et al. (1985), state that PLATO was developed at the University of Illinois and integrated text and graphics to provide one of the first environments for computer based instruction. Cost and lack of inexpensive

computing resources limited the growth of training products such as PLATO.

Harris (2002), states that the emergence of affordable, high specification personal computers led to the creation of Computer Based Training (CBT) products in the eighties and early nineties. CBT pre-dated E-learning and involved the presentation of text and graphical content, usually stored on a CD-ROM, with limited interactivity between user and content. CBT products could also be deployment over Local Area Networks to reach a wider audience.

E-learning is delivered via Internet/Intranet and tends to provide a richer training environment than previous CBT products. Table 2.1 E-learning approaches, represents some of the different approaches that can be taken to E-learning.

Approach Description Web-Based Training (WBT)

This is generally a browser based equivalent to CBT, delivered via an Intranet or Internet. It has the advantage of being able to deliver dynamic data that can be regularly updated from central location.

WBT plus mentorship

Here an instructor is available for support via e-mail. Chat sessions or the telephone. This approach is used by the United Kingdoms Open University to support distance learners around the world.

Synchronous E-learning

Synchronous E-learning involves the teacher and pupils being in the same virtual classroom at the same time. An instructor at a central location leads a group of more the one learner at remote locations via an Internet/Intranet connection. The instructor converses with learners via audio and, video.

Asynchronous E-learning

This approach includes WBT but also includes recordings of synchronous sessions, delivered via the Internet on demand. The recordings can be controlled by the learner and replayed at will. This approach has the benefit of being available anywhere and anytime whilst still including the interaction of other students, recorded during live sessions.

Table No 2.1 - E-learning approaches details a selection E-learning options

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Section two has examined what E-learning is. The following sections will explore why E-learning is seen as solution to training requirements.

3 E-learning drivers The Butler Group (2000), state that organisations need to train employees, new and existing, in the applications and software that they will need to perform their role. In addition, as part of the employees development programme, bespoke training courses are typically offered on an annual basis. Many of these courses take place off-site in conference rooms and hotels using traditional classroom based training methods. Chandana (2002), contends that classroom based training methods are subject to the following defects:

Internet access Bandwidth Technologies Computing power

Cost Global Motivation JIT Skills Flexibility

both the supply and demand drivers for E-learning

Elearning

Demand Supply

• Bringing the participants into the classroom and away from their work can result in productivity losses.

• It may be difficult to source the necessary training assets. A suitable training location and qualified teachers can be difficult to source.

• The inability to measure the impact of training upon organisational success.

• Traditional training is supply-oriented. It is geared towards scheduled events rather than offering demand access to information.

• Content is not delivered is a customised manner that is tailored to the needs of the individual.

The defects identified in the traditional classroom approach have facilitated the emergence of E-learning as a genuine training alternative. The following E-learning drivers have been identified by Tahir (2002), and Urdan et. al (2000). The author has further categorised the drivers into supply (Table 3.1 supply drivers) and demand (Table 3.2 demand drivers) side drivers.

Name Description Cost E-learning can cut the cost of

training by eliminating the need to have trainers and trainees in the same location.

Virtual/Global Many organisations now operate on a global scale or may exist virtually. It may not be possible to assemble staff for training courses.

Motivation Staff may be self-motivated and want to learn as part of their personal development or for their organisational role.

Scale The European commission has identified E-learning as the preferred, and most practical means, for educating larger numbers of people.

Skills The lack of skilled workers can be a barrier to growth.

Flexibility required

Employees need to access content as required regardless of location, time-zone or language barriers

JIT approach E-learning products enable regular updating of training material from a central location.

Compliance, certification training

E-learning can fulfil the need of many corporations for compliance training in regulated

Table No - 3.1- Supply drivers Name Description Internet access

Internet access is increasing with significant penetration in developing countries.

Bandwidth The availability of higher bandwidth facilitates a greater range of content in a richer, virtual environment.

Technologies Technologies such as Java, Javascript and Extensible Markup Language (XML) facilitate the creation and delivery of sophisticated E-learning products via the Internet.

Computing power

The availability of affordable, powerful personal computers has given learners the means to participate fully in E-learning.

Table No 3.1 - Supply drivers

Figure 3.3 Supply and demand drivers represents

Figure No 3.3 - Supply and demand drivers,

.

dapted from Urdan et al. (2001)

ection three has examined why E-learning is iewed as a viable alternative to the traditional

classroom approach to corporate training. Section ve will investigate the enabling factors for dopting an E-learning approach to training

a

Sv

fiarequirements.

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Content

Services

Technology

rate viewpoint there are several factors that need to be examined before adopting an E-learning solution. It is important to understand that an E-learning solution can be decomposed into several key areas. Henry (2001), proposes that a comprehensive E-learning solution comprises three key elements as shown in Figure 4.1 Comprehensive E-learning solution.

Figure No 4.1 - Comprehensive E-learning solution adapted from Henry (2001)

The paper will now examine each of the areas highlighted in fig Figure 4.1 Comprehensive E-learning solution.

4.1 Content The ASTD (2003), define content as “the intellectual property and knowledge to be imparted. Different formats for E-learning content include text, audio, video, animation and simulation content”. Pascoe (2002), expands on this definition by stating that E-learning content can be presented to the trainee using a variety of formats, including web-based training courses, online documents, supplementary printed documents, multimedia presentations, video, audio, virtual hands-on labs, product simulations and animations, and Internet-enabled tutor-led training.

Chandana (2002), states that in order to satisfy the training requirement with appropriate content it is important that the training provider clearly identifies the course tasks, objectives, and technology requirements, including those of the learner and tutor.

Kuan et al. (2002), identify three characteristics of educational content that facilitate an efficient and effective learning process:

1. The learning content of an effective educational process should always be timely. As illustrated by Rosenberg (2001), speed is the essence of the digital society and time can either be a competitive asset or liability. The life span of information has been substantially shortened with rapid progression in Information and Communications Technology (ICT) and learning can no longer be a

onent of an effective

earning aterials nd

specific nee

. The thi E-learning onten In order to nsure th focused nd deliv order to void co isuse of sources i tial to

se accur ponents of onstructiv ), support

mes the

the dangers of misguided information towards the expansion of an individual

ledge base.

4 E-learning segments From a corpo

latent process. A crucial compe-learning framework is the timeliness of the content that is disseminated to learners.

2. The second characteristic of efficient training content is the relevance of the learning materials. Learners may be overloaded and confused by the amount of information available from multiple sources. It is essential to understand the learners’ objectives and supply the relevant lm that best match their expectations a

ds.

rd stic of e t is the accuracy of the content.

e accuracy of content it must be ered in reasonable quantities. Innfusion an ent the mn future, related training it is essenate training material. Proism such as Tobin et al. (1993

3c

characteri effectiv

eaa d prevreucthe need for accurate training material as the basis for future training. Constructivism assucreation of new knowledge as the integration of new information into existing knowledge base and hence, underlines

learner’s know

4.2 Technology According to the Butler Group (2000), technology plays a fundamental role in facilitating E-learning by allowing for a range on content delivery options. Figure 4.2 E-learning technologies illustrates the range of technologies that have positioned E-learning as a viable corporate training option.

Market

Learning objects

1985 2000 1995 1990 2005

training

Enterprise Hosted Growth

Simulation

CD

Training management

software

Web-based

LMS

Streaming media

E-learning

Integrated Content/LM

PC Base

ROM

Figure No 4. - E-learning technologies, adapted from Barron (2002)

Stand alone S/W

Client server

networks

Internets Intranets

Wireless connectivity

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This section will examine four of the principal E-learning technologies:

1. CD-ROM: Henry (2001), states that in the early

of CD-ROMs allowed for the

t as a means to deliver ht remarkable opportunities in

ons can be done more effectively via an Intranet.

• Training can take place anyw anytime as long as there is a connection to the host

er.

tent can be ined, s only need to be on the

• Web-bas g can hel he cost of an Intranet

3. Learning agem stems: According to the A (2 a Learning Management System (LMS) is a software product that automates the administration of training events. The LMS registers use cks c s in a catalogue, and reco o rom rs; it ovides repo em LM ically desi courses by multiple publishers

and focuses on managing courses from a variety of sources. Chandani (2003), describes an LMS as the operating system for corporate E-learning in that it provides the

arron (2002), states that the

the cause of software reuse, and this

in the

seecom approach to the development and

l(19lea terial that can be extracted from one

lealear book.

reu if it were digitised, not integrated

infrastructure to manage and control E-learning content and delivery. Bglobal economic expansion of the 1990s, networking advances, together with the expansion of the Internet and the emergence of E-learning encouraged the development of LMS products. LMS provided the means for human-resource managers to manage both classroom training and the growing body of E-learning content. The author stresses the importance of an LMS to corporate E-learning initiatives due to the following factors:

• An LMS facilitates centralised control of E-learning resources.

• In a large corporation with many geographically dispersed students an LMS can be used to manage training courses.

• An LMS can deploy content from various providers. Corporate trainers can choose the best content from niche content providers.

4. Learning Objects: According to Douglas (2001), the development of object-oriented programming has promoted

nineteen nineties CD-ROMs were used to store and deploy training courses. The CD-ROM courses could be played on end-user computers, stand-alone training stations and across Local Area Networks (LAN). The content was developed using authoring software such as Macromedias Authorware or Asymetrix Toolbook. The 650MB storage capacitydevelopment of courses containing a rich mixture of video, narrative audio, graphics and video. Little (2002), proposes that courses developed during this era were frequently custom built, innovative, highly participatory and instructionally effective often featuring conditionally branching simulations. Unfortunately they were very expensive and slow to develop. Harris (2002), states that Computer Based Training (CBT) providers such as SmartForce and NETg overcame the customisation and cost difficulties by pre packaging IT training courses and selling them on a mass scale.

2. Web-based training: El Tannir (2002), states that the use of the Interne

has led to the development of reusable component technologies. Software designers think first and foremost about what components already exist for the functionality that they wish to achieve rather than build an entire system from the bottom up. The idea of moving to a component model for development of courses and content has gained prominence and has been driven by interest

training has brougskills and knowledge development. In particular the emergence of corporate Intranets encouraged the move from CD-ROM based training to web-based training. El Tannir (2002), states that there were four main drivers in this transition:

• Deployment of training material to numerous locati

training potential of E-learning. Learning objects, or learning components as they are also known,

k to transfer the ideas and benefits of the ponent

here and de ivery of training systems. According to Clark 99), a learning object is any discrete unit of rning maserv

• Con course and integrated into another. Existing rning materials might appear to be composed of ning objects, e.g. chapters in a text

easily m made once

ainta as updateserver.

ed trainin p justify t However, a book chapter would only qualify as a sable object

through cross-referencing to other chapters and had a metadata attachment. Training materials such as textbooks and computer-based instruction are designed as large integrated packages rather than as collections of small independent components that can be individually used and modified for multiple purposes. Heng (2002), states that the metadata element, usually contained Extensible Markup Language (XML) format, is vital to learning objects as it describes the content of the learning object. Learning objects are subsequently defined by Heng (2002), as a collection of information objects assembled using

Man003),

ent SySTD

rs, tra ourserds prrts togned to

gress fmanag

handle

learneent. An

also prS is typ

and content providers. It does not include course authoring capabilities

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metadata to match the personality and needs of the individual learner.

Figure 4.3 Learning object structure, illustrates the typical components of a learning object.

Metadata

Prac

Test Objective Learn Connect to/from learning objects

ure No 4.3 - Learnin

Metadata Fig g object structure, adapted

Locan

for

to partners in more than one

ed before com hed

gn. Fore of stand 001), conte ng object ent will nocertai of

ng

in specifying standards for objects and related areas.

ards, names the organisation and briefly describes their standards

t

from Heng (2002)

ngwire (2003) contends that the learning objects offer the following benefits:

learning

• Flexibility. If material is designed for use in multiple contexts, it can be reused much more easily than material that has to be rewritteneach new context.

• Ease of updates, searches, and content management. Metadata tags facilitate rapid updating, searching, and management of content by filtering and selecting only the relevant content for a given purpose.

• Customisation. When individual or organisational needs require customisation of content, the learning object approach facilitates a just-in-time approach to customisation. Modular learning objects maximise the potential of software that personalises content by permitting the delivery and recombination of material at the level of granularity desired.

• Interoperability. The object approach allows organisations to set specifications regarding the design, development, and presentation of learning objects based on organisational needs, while retaining interoperability with other learning systems and contexts.

• Facilitation of competency-based learning. Competency-based approaches to learning focus on the intersection of skills, knowledge, and attitudes within the area of core competency models rather than the course model. The tagging of granular learning objects allow for an adaptive competency-based approach by matching object metadata with individual competency gaps.

• Increased value of content. From a business standpoint, the value of content is increased every time it is reused. This is reflected not only in the costs saved by avoiding new design and development time, but also in the

possibility of selling content objects or providing them context.

There are a number of issues to be resolvponent technology becomes an establis

approach to corporate training systems desimost amongst these issues is the question ards for learning objects. D (2nds a oblems is that due to the lack of st ont

t run appropriately on many LMS and n LMS c cope with certain types

. As ca en in Table 4.3, learnicontent

tice

ouglas with learniandards c

that the m in pr

an onlyn be se

object standards, a number of organisations are currently involved

Table 4.3 Learning object stand

ini iative. tandards Body Standard Description stitute of ectrical and

Standard for learning SInEl

ELeTeSC

objects metadata, student Electronic

ngineers (IEEE) arning chnology

tandards ommittee (LTSC)

profiles, course sequencing, computer-managed instruction, competency definitions, localisation and content packaging.

Advanced stributed arning (ADL) itiative – Sharable ourseware Object eference Model CORM)

Standards and guidelines for the US department of defence in the use of learning technologies to build and operate in the future learning environment.

structional anagement

Standard for the development and

DiLeInCR(SInM

C

Systems (IMS) Global Learning

onsortium

promotion of open specifications for facilitating online distributed learning activities.

ublin Core etadata Initiative

Promotes adoption of interoperable

DM metadata. Aviation Industry

Tr(A

Standards for the Computer Based

aining Committee ICC)

international aviation industry in the development, delivery, and evaluation of computer based training.

liance of Remote structional uthoring and stribution etworks for

An EU sponsored research and development project dedicated to the development o

AlInADiN

A

f tools and Europe (ARI-

DNE) methodologies for the production, management and reuse of computer based learning material.

ble No 4.3 - Learning object standards Ta

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Thagrben the advantages of an object based

ally. Table 4.6

e author contends that only the adoption of eed standards will enable E-learning to fully efit from all

approach to content construction.

4.3 Services According to Barron (2002), the hosting of E-learning software by vendors or third-party Application Service Providers (ASP), is becoming an option for corporations considering the adoption of an E-learning strategy. Hosting involves the use of an outside provider to house or maintain software for a client, who accesses the software over the Internet. Increasingly, vendors offer hosting as an option for clients who prefer that approach to the traditional task of licensing, integrating, and maintaining internHosting benefits, provides a list of factors driving demand for hosted services.

Benefit Description Speed The d

effec es. ability to launch fast antive E-learning initiativ

Cost Lowcosts for hosting clients

er up-front implementation

Resistance A mover T depa

eans of avoiding an burdened or resistant Irtment

Access leaInter

rn rovided for geoglearn

net based access to E-ing can be praphically dispersed er populations.

Updates to tcrei

Ven es ha

mpl for clien

dors can provide updateir technologies without ting additional ementation tasksts.

Avoid obsolescence

Clien ting in techobso

ts can avoid invesnology that faces lescence

Integration The provi g techpack

host has the ability to de multiple E-learnin

nologies in an integrated age

able No - 4.6

po

benefits

larger E-enry (2001), proearning companieservices in conjunctiption. Th

s that some of theo provide a range of n with the honclude:

Strategy and deprogramm

Integratioother learbusiness p

Outso

ign of overall E-

e-learning applicystems and with criticaand enterprise applicati

ilities management an

T Hosting

H sel als other s o sted service o ese services i

• Consulting.

s learning e.

n of the ation with ning s l

rocesses ons.

urcing, fac d managed service

latforms and , management feedback and

more sophisticated h rvice pro ntegrating software f ltiple E-le t offerings, synchr g M ment Syst r ing hosted services versus nd implement approa unresolved issue. B 002), stat ices typically target m ses with fewer IT reso large organisations opt f ng solution a ing. Ba e cost benefits of th to smaller companies companies.

In section four t xamined three i areas of nt a es form the basis for a compre ing solution that c y c loyee training needs. Th e impact an E-lear an

phy of continuous improvement, and this has been partly facilitated

ies investing in their employees. An ithe on of training and education progthe corpconset. play y important part in these programmes, though a significant element in the success of computer-based learning initiatives is

• Support.

Assistance with implementation of the e-learning programme (launch, marketing and promotion, technology pinfrastructurereporting, ROI, content and approach selection Vs education needs.)

Technical and implementation support

• Design and build services.

Build of custom content for specific education and information needs.

Transfer existing materials to online format.

Tailoring and customisation of the e-learning platform and delivery environment, and integration with other applications

Fry (2001), states that theosted se viders are irom mu arning vendors, such as conten

onous tools, and Learninanage ems (LMS) to provide a more

obust E-learn platform. The merits ofthe traditional licence a

ch is still anarron (2 es that although hosted serv

idsize and smaller businesurces, instances in whichor a hosted E-learni

re increas rron (2002), contends that the hosted solution that apply also apply to larger

he author has emportantnd services. Th

E-learning: technology, contee three areas combinedhensive E-learn

an be used b orporations to satisfy empe next section will examine thning solution can have on

organisation and it’s employees.

5 Effect of corporate E-learning According to the Butler Group (2002), one of the major trends within organisations over recent years has been to try to adopt a philoso

through companmportant element of this investment has been implementatirammes. Section one of this paper examined concept of the learning organisation and orate university. Corporations can utilise these

cepts to continually improve their staff skill Kuan et al. (2002), state that E-learning is ing an increasingl

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ho an organiw sation and it’s employees react to theseclea

5.1adAc ), organisations plan and imp ent the skill level of their workforce. However, any E-

ted objectives, and orgwit eds and priorities. The scale and range of an E-learning initiative will det an org

Sevassi E-learning

ent

e

ework is generic but the authors

learning is seen as a

the it then

ng ss and

it.

ys been coming in the

training nt back

e creation system

top level management as

implementation of an E-learning strategy. This tion will examine the impact the impact of E-rning on an organisation and it’s employees.

Corporate implications of E-learning option cording to Tahir (2002lement E-learning strategies to augm

learning strategy has multi-faceanisations adopt E-learning programmes in line h their own particular ne

ermine the strategic impact it has on anisation.

eral frameworks and models are available to st in the implementation of an

strategy. If an E-learning strategy is properly managed it should have minimal negative impact on the organisation. A useful approach to formulating an E-learning strategy, or any strategic Information Technology (IT) strategy, is through the use of McLean and Sodens (1977), generic strategic management framework. Figure 5.1 Generic strategic management framework, represents the framework.

Misson Role of IS/IT Corporate relations

ObjectivesPurpose & contribution

Figure No 5.1 - Generic strategic managemframework, Earl (1989)

Earl (1989), states that it is not essential to begin by agreeing a mission statement. Working through the four levels is an iterative process and can provide a check on the technology initiative, in this case, an E-learning initiative. Each level can be checked to ensure it supports the previous and subsequent levels and also has the added benefit of forcing management to fully explore the rationale behind the initiative.

Once an E-learning initiative has been adopted its strategic importance to the organisation may develop and change depending on the success and level of support for the project. McFarlan (1983),

developed a generic framework, which can be used to position an E-learning initiative from a strategic perspective. The framework is represented is Figure 5.2 McFarlan strategic importancframework.

Strategic impact of

Figure No 5.2 - McFarlan strategic importance framework, Earl (1989)

McFarlans fram

Low

High

Low High

Strategic impact of Existing systems

Support Turnaround

Factory Strategic

new systems

proposes that it could be applied to E-learning in order to determine its strategic position within an organisation:

Factory: E-learning is important to current operations but is not at the heart of the company’s strategic development. Once fundamental systems are in place future E-learning developments will not have a major impact on the organisation.

Support: E-learning is seen to be of little impact to the present or future. E-support activity.

Strategic: ng is crucial toorganisation dependent onE-learning can be seen as strategic. E-learniproducts are an i art of the busineindeed, the b ist without

Turnaround: If E-learning has not alwaimportant to but is bestrategic then n belongs turnaround qu around firms budgets are increasing and top managemethe increased use .

According to roup (2000), thof a successful, enterprise-wide E-learning

If E-learni and the future is

ntegral pusiness could not ex

Quality and criteria

Policies and constraintsResources and limitsContext, policies

Plans and goalsProjects and prioritiesTargets/Goals

the organisation the organisatioadrant. In turn

of E-learning

the Butler G

needs the backing of senior executives. E-learning needs to be perceived byan indispensable function of the organisation if it is to fully succeed. One of the reasons management support is necessary is to ensure that adequate IT, organisation and financial resources are available for an E-learning programme.

Brandon (2000), indicate that the following are some the resources that need to be evaluated:

• Funding to implement E-learning initiative

• Employee access to computers.

• Multimedia support.

• Internet and Intranet access.

______________________________________________________________________ 9


• Security issues, for example, a firewall preventing access to e-learning systems.

• Ability to internally design E-learning system.

• Technical support.

he Butler Group (2000), state that support for ome-based learners also needs to be evaluated, as e download time of large audio or graphics files ay make this option unfeasible. The downloading

f any large file, especially executable files, could have a significant impact on the organisation’s

etwork security/firewall. If the e-learning system

types have to be allowed

ons of E-learning programme

s of employees. According to Greig (1997), an

dures for conducting a regular

cts, observations, interviews, group discussions and

ressed in the form

Figure No 5.3 - E-learning CSF for employees, h

E-l vance,

es value and respond to E-ey feel they have the

-

t ainable demand from employees

has to be arketed in icipating employees ust be sup otivated if

mployees are to fit form the pportun .

, suitable strategies from adopting

Internal Marketing – Employees respond better to earning when it is promoted well in ad

and they feel prepared.

• Support – Employelearning when th

T necessary technical, subject matter, and managerial support.

• Incentives – Employees respond to E-learning when they can clearly see the value of what they will learn.

Barron (2002), expands on the incentive factor by stating that in certain industries E-learning can provide the skills that are essential to allow them to continue to work and develop in that area. In industries or functional areas with learning requirements that link to certification programs E

hthmo

nis held internally, access rights have to be given to the users and these file through the firewall. This is often seen as one of the benefits of an outsourced, externally hosted solution as discussed in section 4.3 of this paper.

5.2 Implicati learning can be particularly beneficial toemployees. Certification programs represenquantifiable, sustfor employees

Before assessing the implications of an E-learning programme for corporate employees the authors suggests that it is important to analyse how management determine the training need

for training because of the value the learner associates with certification. Certification provides the learner with proof of the skills of knowledge that he/she has obtained which can be translated into increased salary or benefits. Picolli (2001), states that heavily regulated industries can also encourage employees to take advantage of the opportunities offered by E-learning. Figure 5.4, Employee E-learning incentives, represents the industries in which employees are most likely to benefit from certification and regulation training.

Figure No 5.4 - Employee E-learning incentives, Faherty (2003)

E-learning has the potential to enhance employee learning and development programs, but it may not be right for every company or learning situation.

From an organisational viewpoint it is necessary to examine the impact E-learning can have on an organisation. This can be achieved through the appropriate use of the models as discussed in this section. It is also necessary to ensure that adequate IT, organisation and financial resources are available to drive an E-learning initiative. From an employee perspective E-learning

E-learning

Certification Regulation IT certification Financial Cert. Professional Cert. Education

Health & Safety Food and drugs Environment Labour

individual enterprise should review its training plans at least once a year. An enterprise needs a detailed set of proceassessment of training needs. The assessment process is concerned with identifying problem areas in learning for the organisation and in assigning priority to them. A data-collection process is involved, covering recorded fa

questionnaires. Trainers may manage the process, but they must closely and fully involve the relevant managers at every stage. Trainers and managers must work together in analysing the results and agreeing on their implications. The results of the assessment are expof a training plan with objectives and time targets assigned for the year ahead. The plan is an agreed one in the sense of being understood and accepted by all the key individuals who will be responsible for putting it into effect. A corporation that uses E-learning to satisfy it’s training requirements must be aware of the Critical Success Factors (CSF) that determine whether employees will accept and participate in E-learning courses. According to the Maise (2003), the CSF are represented in Figure 5.3 E-learning CSF for employees.

Market

m ternally and partported fully m

fully beneities offered by E-learning

me

and

oIncentiveSupport

The next section will examine the corporate E-learning marketFa erty (2003)

______________________________________________________________________ 10


E-learning and the opportunities and challenges that are presented by E-learning.

6 Corporate E-learning

natcorres learn, will likely be the

eadvlea ns, are constantly looking for more effective and efficient ways of training.

to be soft skills.

The corporate training market is een ct groups:

. sists of applic pment s, application software, and system

nstant need to update employee

nately, time-

evelopment of ing vendors and

Figure No 6.1 - Corporate E-learning markets,

blended or flexible learning

paced (asynchronous) work and instructor-led (synchronous or face-to-

bines online

Dwyer (2001), states that due to the competitive ure of the current economic environment, porations that are able to anticipate, react, pond to change and

on s that manage to maintain a competitive antage. These organisations, sometimes called

rning organisatio

Chandnani (2003), maintains that implementing a robust and scalable E-learning platform to disseminate information and build intellectual capital is the key to developing a sustainable competitive advantage. In this section the author will investigate the corporate E-learning market, E-learning strategies and the opportunities and challenges presented by an E-learning initiative.

6.1 Corporate E-learning market According to Urdan et. al. (2000), E-learning is penetrating all areas of corporate training. Technology-based training solutions are changing the way corporations deliver training in nearly all segments of the business process. Initially E-learning was confined to Information Technology (IT) training. It is currently used to provide training in what are termed, soft skills. Management, sales, customer service, and professional development training are considered

divided betw

ation develo

two broad produ

IT training: Con1toolinfrastructure software. Fry (2001), states that IT training was initially, the primary E-learning market. The coskills in the implementation of complex technologies was one of the primary drivers of IT training. Staying competent and learningcontinuously has become one of the most important issues of the IT workforce, creating a sustainable market for IT focused E-learning within the corporate sector.

2. Soft skills training: Encompasses areas such as general management, leadership, communication, team building, sales and marketing, human resources, and professional development. According to Clarke (2001), soft skills training markets evolved after the IT market. Corporations value customised, high-quality training as a key differentiator in competition. Unfortuto-market is particularly long for high-quality, complex, media-rich, interactive, customised

solutions. Urdan et. al. (2000), state that one possible solution is the dpartnerships between E-learnacademic institutions using the skills and expertise to rapidly develop courses.

The corporate E-learning market can be further divided into certification and regulation driven markets as discussed in section seven of this paper. Figure 6.1 Corporate E-learning markets, illustrates the various corporate E-learning markets.

Soft Skills

Certification

Regulation

IT Skills

Faherty (2003)

A suitable corporate E-learning approach is necessary if the enterprise is to prosper in the various E-learning markets. The next section will examine the area of corporate E-learning approaches.

6.2 Developing a corporate E-learning approach Chandnani (2003), states that one of the more realistic and successful approaches to E-learning is known as the approach. According to Voci (2001), blended learning, is a mix of self-

face) elements. It is being promoted by many in the training and executive education fields as the best way to capitalise on the strengths of E-learning, while maintaining the benefits of traditional training. Brandon (2000), proposes that E-learning is not about using the latest technology to replace the classroom. Nor is it about posting content on the Internet to be downloaded or read. E-learning provides a new set of tools that can add value to all of the traditional learning modes - from classroom experiences to learning from books. The blended learning approach comlearning for information transfer and procedural skill training, classroom learning for role plays and face-to-face discussions, and on-the-job learning, integrated with knowledge management and competency evaluation. Table 6.1 Blended learning, represents a possible blended learning plan.

______________________________________________________________________ 11


Table No 6.1 - Blended learning

According to NETg, a company specialising in corporate education and trai

Training Technology based techniques Non-technology based techniques Announcement LMS

E-mail push Flyer Mail Phone

Overview session E-mail Web seminar

Classroom

Self-paced learning

Web-based tutorial E-books Electronic Performance Support System (EPSS) Simulations

Articles Books Job-aids On the job training

Query resolution E-mail FAQ Instant messenger

Face to face meeting

Demonstration Web meeting Simulations

Classroom

Assessment Simulation Test

Test

Collaborative session

Web seminar Chat room

Role-playing with peers

Practice Simulation Assignment Feedback E-mail Face to face meeting End session E-mail

Web seminar Classroom

Certification Web-based test Test

ning, the value of the

, simulations, texts, mentor/instructor support, and live cla sed training has the power to significantly increase employee productivity. Results from the research project revealed t ctured curri f blended learning generated a 30-percent increase in accuracy of perform nt increase

of performance over single elivery

corporate E-learning

s that there are various generic at can be made for formal appraisal of

projects. A corporate E-learning initiative can be viewed as an IT project, and as such, should be

oints which were

learning projects require significant

l.

As with any major IT project it is necessary to

2. Often E-investment in return for profit flows in the future, so time value analysis is necessary.

3. IT resources are frequently scarce. Hardware, software and the ability to manage complex E-learning projects can be limited. Screening and ranking appraisals are required.

4. E-learning projects may have to compete with other IT projects for resources so they should be appraised on a like basis.

5. A visible appraisal system is necessary to generate confidence in an E-learning project.

6. An E-learning programme may have a significant strategic influence on an organisation and should be thoroughly evaluated.

7. E-learning project approval provides a means for enlisting executive support and involvement.

8. In depth appraisal will oblige E-learning stakeholders to thoroughly examine the rationale behind an E-learning initiative.

9. Time, cost and benefit evaluations provide benchmarking for E-learning project planning and contro

blended learning approach is confirmed in the findings of a NETg sponsored survey, “The Thomson Job Impact Study - The Next Generation of Corporate Learning". The survey further confirms that a blended learning program incorporating a combination of E-learning, online instruction

ssroom-ba

hat a stru culum o

ance and a 41-percein speed -doptions.

6.3 EvaluatingAccording to Young (2002), an E-learning initiative can be costly. If the initiative is not properly assessed and evaluated from the outset valuable corporate resources can be wasted. Earl (1989), statearguments thIT

considered under the following pdeveloped by Earl:

1. E-learning projects can be very expensive, so rigorous evaluation is necessary.

estimate the cost of an E-learning project.

______________________________________________________________________ 12


A useful tool to analyse the cost of an E-learning project is the generic cost analysis model proposed by McCosh et al. (1981). Figure 6.2 Cost analysis, illustrates an E-learning adaptation of this model. Technical User Development HW/SW Implementati

purchase HW/SW use Training E-learning selling and marketing Comms infrastructure

conversion Training Displacement Disruption

on/

Operat ions HW/SW use Supp

Support staff lies and

services E-learning system management

E-learning system

Maintenance

maintenance Comms

Figure No 6.2 - Cost analysis, McCosh et al. (1981)

Moving away from generic models, it is important to note that several training evaluation experts have developed Return on Investment (ROI) models for training products. Foremost amongst

ical framework to view

of

d next levels.

y performance improvements.

- business impact.

urn on investment generated by training:

Level V – ROI (Did the monetary value of the produced results exceed the cost of training)

A Corporation cannot ultimately measure ROI in isolation; it must base it on measurements gathered at the four preceding levels. Roffe (2002), has identified three common formulae for measuring training ROI, each reflecting a different concept of

om those o er ng program

s ed n for training admini ltho ings are certainly impor o uch more than that.

(2) TCT/numb ts = CPS. Dividing the total cost of T) by the number of students gives r student (CPS) of the training. This n is not a true

m ulae, n

investment, do ure w ue or profit is deri ni

(3) TB (in $) ltiplying the total benefits (T in dollars by 100 and

me. To calculate this formula and get a

cial that organisations are t is not

be effective at developing the skills of employees, in a cost-

g needs to deliver

s if they are to

what a company’s return on training investment can be:

(1) TACTP – TACNP = PNS. Subtracting the total administrative costs of the new program (TACNP)fr f the form traini(TACTP) give the project

stration. Aet savings (PNS)

ugh cost savtant, ROI enc mpasses m

er of studentraining (TCthe cost peis useful, but agai

measure of retalthough frequ

urn on invest ent. Both formently cited as m not meas

easures of return ohat monetary val

ved from trai

$100/TTC = ROI. Muining

ng investment.

B) of tradividing that by the total training program cost (TTC) gives the percentage of ROI in a new programpercentage of ROI, you must determine the tangible benefits of training and assign a monetary value to benefits such as:

• Increase in productivity(units produced, items sold, forms processed, tasks completed)

• Improvement in quality (less scrap, less waste, less rework of product, fewer defects)

• Reduction in staff turnover

• Reduction in lost-time injuries

• Reduction in workers’ compensation

• Insurance claims

• Increase in customer satisfaction as reflected in an increase in repeat sales

the models are Kirkpatrick (1994), and an enhancement by his colleague, Phillips (1996). These models form a logROI both from a human performance and business performance perspective. According to Deeny (2003), the critical aspect to both is the concept‘‘chain of effect’’, which links benefit levels, derived from training, together. Each level of measurement impacts the previous anWithout accounting for these links, it is difficult to conclude that training is responsible for an

Level I - the effectiveness as perceived by the trainee For E-learning to become a core part of corporate

training strategy it is cruLevel II - measured evaluation of learning

Level III - observed performance

Level IV

clear as to the business benefits it delivers. Ienough for E-learning simply to

effective manner. E-learninsustainable and significant benefits to the business as a whole. Organisations need to assess and evaluate their E-learning strategie

Phillips (1996), suggests adding another level to Kirkpatrick’s model to calculate the ret

achieve these sustainable and significant benefits.

6.4 Corporate E-learning issues Gartner (2001), state that technologies and business practices are changing rapidly. Some skills are outdated within a few months of introduction, and new skills are continually emerging. Thus, training and education will remain a necessity for enterprise progression and

______________________________________________________________________ 13


advancement. As the rate of technological change continues most corporations will be forced to

reas that need to be considered before

Figure No 6.2 - Corporate E-learning issues, h

The problem areas as identified in Figure 6.2,

aware that the not exist

internally within the company. Generic content, actly fit corporate training

ma ut bespoke content creation is viewed as expensive and time

better learning outcomes and brings greater focus

collaborative

rrent

he current

requirements. One apparent drawback to catalogue

of globally distributed hosting

roach appears to be that, in the absence of significant bandwidth

better learning outcomes and brings greater focus

collaborative

rrent

he current

requirements. One apparent drawback to catalogue

of globally distributed hosting

roach appears to be that, in the absence of significant bandwidth

regularly retrain a significant part of their workforce. As with most technology programmes E-learning has several issues and concerns, which need to be noted and addressed if a successful E-learning solution is to be implemented.

KPMP (2002), state that there are several potential problem aundertaking an E-learning initiative. Figure 6.2, Corporate E-learning issues, represents these problem areas and possible solutions.

Content Content

Generic, author, Collaborative

Infrastructure

Bandwidth

Hosting

Standards

Change

Infrastructure

Bandwidth

Hosting

Standards

Change

Assess, adopt

communicate

Upgrade, Exploit

Portal, LMS

Assist, market, targets, mentor

Fa erty (2003)

Corporate E-learning issues, are:

Content: Many organisations are necessary skills to develop content do

which may not exrequirements, is available from vendors. Tailor

de content is an option b

consuming. Authoring tools that enable internal training and business teams to create their own E-learning content quickly are available. Henry (2001), notes that some of the authoring tools available for the creation of internally produced content include WBT TopClass, Blackboard and HTML Editors such as FrontPage.

Harris (2002), states that collaborative learning, which links trainees learning experiences, provides

oring tools that enable internal training and business teams to create their own E-learning content quickly are available. Henry (2001), notes that some of the authoring tools available for the creation of internally produced content include WBT TopClass, Blackboard and HTML Editors such as FrontPage.

Harris (2002), states that collaborative learning, which links trainees learning experiences, provides

and discipline to learners. However, and discipline to learners. However, E-learning can prove difficult to design and create. Although collaborative technology is used extensively as meeting and travel replacement vehicles, few formal learning programmes actually use these tools. The two main reasons for not using collaborative learning were the costs of phone

bridges and lack of competencies to create and deliver learning programmes that use these tools.

Delivery Infrastructure: Asynchronous E-learning is the predominant method of delivering E-learning today. While it is greatly recognised that richer media solutions can enhance learning outcomes, the perception is that cu

E-learning can prove difficult to design and create. Although collaborative technology is used extensively as meeting and travel replacement vehicles, few formal learning programmes actually use these tools. The two main reasons for not using collaborative learning were the costs of phone

bridges and lack of competencies to create and deliver learning programmes that use these tools.

Delivery Infrastructure: Asynchronous E-learning is the predominant method of delivering E-learning today. While it is greatly recognised that richer media solutions can enhance learning outcomes, the perception is that cuinfrastructures will not support delivery of this rich content. Lack of an adequate E-learning delivery infrastructure poses significant challenges. The largest of these appears to be how to define the requirement and how to assess t

infrastructures will not support delivery of this rich content. Lack of an adequate E-learning delivery infrastructure poses significant challenges. The largest of these appears to be how to define the requirement and how to assess tincinc

frastructure against that requirement. Another hallenge is the within some IT epartments that E-learning is a bit threatening nd not as business critical as core application data

or established system der to overcome these hallenges it is for loll on and co-operation betw g nd rmation t gy departments toetermine an approp tructure ve

uate

osting: For small m sized enterprises xternal hosting solutions featuring catalogue ontent, bundled together with a portal and, ossibly, a Learnin ent System (LMS) an provide a cost-effective solution to E-learning

frastructure against that requirement. Another hallenge is the within some IT epartments that E-learning is a bit threatening nd not as business critical as core application data

or established system der to overcome these hallenges it is for loll on and co-operation betw g nd rmation t gy departments toetermine an approp tructure ve

uate

osting: For small m sized enterprises xternal hosting solutions featuring catalogue ontent, bundled together with a portal and, ossibly, a Learnin ent System (LMS) an provide a cost-effective solution to E-learning

Collaborate,

view heldview held ddaa

s. In ors. In orcc necessary necessary meaningfumeaningfu

een trainineen trainincc aboratiaborati info infoa

dad

echnoloechnoloriate infrasriate infras and to gi and to gi

EE-learning adeq-learning adeq support.support.

HH to mediuto mediuececpp g Managemg Managemcc

content vendor hosting arrangements is scalability, due to lack content vendor hosting arrangements is scalability, due to lack arrangements, and inflexibility to host other vendors' content. The optimal apparrangements, and inflexibility to host other vendors' content. The optimal app

across the entire organisation, the closer the content can be hosted to the learner, the better the learner experience will be.

Bandwidth: Reductions in bandwidth costs and the increased deployment of high-capacity bandwidth options will enable organisations to upgrade LAN and WAN links or to partner with a service provider and remove the constraints on rich media content.

In order to fully benefit from the opportunities offered by the presence of increased bandwidth and media-rich solutions for E-learning will require the following:

across the entire organisation, the closer the content can be hosted to the learner, the better the learner experience will be.

Bandwidth: Reductions in bandwidth costs and the increased deployment of high-capacity bandwidth options will enable organisations to upgrade LAN and WAN links or to partner with a service provider and remove the constraints on rich media content.

In order to fully benefit from the opportunities offered by the presence of increased bandwidth and media-rich solutions for E-learning will require the following:

• IT departments to manage streaming media, multicasting and Voice Over IP

• Training departments to create and deliver content using rich delivery media

• Vendors to use these technologies for the creation of effective learning content

Standards: E-learning standards for the creation, integration and tracking of E-learning content are

• IT departments to manage streaming media, multicasting and Voice Over IP

• Training departments to create and deliver content using rich delivery media

• Vendors to use these technologies for the creation of effective learning content

Standards: E-learning standards for the creation, integration and tracking of E-learning content are

______________________________________________________________________ 14


beginning to emerge. Corporate training will need to carefully select standards compliant content and

e growth of corporate

technologies that are prevalent in many E-learning

mma ional Learning

cre imensions of

useadm ograms

nline learning object based

is created once, but

Douglas (2001), standards are required

Audif s forcing corporation to spend

gcomon rds that facilitate assembling and

various providers

the

consortium of developers education

government agencies and ing meta-data XML Bindings

ent. The standards known as

ata

products in order to deploy a fully integrated E-learning environment.

Change management: While technology is important, change management is critical. Without changing the processes and competencies of corporate training professionals, managers and learners will neither adopt nor benefit from E-learning on a wide scale.

Successful approaches to change management included:

• Personal learning support agents - People focused on assisting learners with the technology

• E-learning communities enabled by online resource kits

• Learning time programmes

• Provision of marketing materials to raise awareness

• Internal E-learning consultants

• Management targets for E-learning

• User incentives

• Senior management mentoring for E-learning

Certain issues and concerns do exist within the corporate E-learning environment but they can be overcome with adequate planning and co-operation between the relevant business functions.

7 E-learning Trends According to Barron (2002), technology innovations have fuelled thE-learning products and services. Progress in the area of Information and Communication Technologies (ICT) have expanded the technology assisted learning field from it’s origins in stand-alone computer-based content to encompass a range of management, delivery and collaboration

products. The author has identified the following as some of the key, future trends in E-learning:

Learning Content Management Systems (LCMS):

Barron (2002), identifies an LCMS as a co bination of the administrative and

nagement dimensions of a traditManagement System (LMS) with the content

ation and personalised assembly da Content Management System (CMS). An LMS is

d within an organisation to simplify the inistration of the training/learning pr

and for the distribution of content. It enables administrators to deliver, track, analyse and report

on employee status, schedule and catalogue content, offer assessments and report test scores. According to Heidrun (2002), A CMS is used to create and administer ocontent. A LCMS is a combination of a Learning Management System and a Content Management System which offers authoring or assembly of learning objects, management of these learning objects, workflow management, storage in learning object libraries and content delivery via Internet technologies. Content delivered many times.

Standards:in order to realise the full potential of E-learning.

thors of instructional content are designing for ferent system

lar e amounts of LMS. In order to achieve content patibility it is necessary to achieve agreement

global standare-using chunks of content fromacross multiple platforms. The following a list of

foremost standards bodies:

IMS Global Consortium. A members that includes major software and vendors, training and representatives, andfocuses in developand Content Packaging.

Advanced Distributed Learning (ADL). A U.S. Department of Defence standards initiative that seeks to ensure interoperability of future e-learning technologies purchased by the governmADL have developed a set ofSharable Content Object Reference Model (SCORM) that define a set of metatags that describe learning content.

Aviation Industry CBT Committee (AICC) An association of aviation based technology developers who have developed standards that have been accepted beyond the aviation industry.

Dublin Core Metadata Initiative (DCMI) An organisation dedicated to promoting the widespread adoption of interoperable metadata standards and developing specialised metadvocabularies for describing resources that enable more intelligent information discovery systems. Ongoing efforts of DCMI participants include the collaborative development and continual refinement of metadata conventions based on research and feedback between DCMI Working Groups

ARIADNE (Alliance of Remote Instructional Authoring and Distribution Networks for Europe) A research and technology development project sponsored by the European Union. The project

______________________________________________________________________ 15


focuses on the development of tools and methodologies for producing, managing, and re-using computer-based pedagogical elements and telematics-supported training curricula.

Mobile learning: According to May (2000), wireless development focuses on integrating data and voice functionality into a single device. Enabled by these devices the goal for M-learning is to have wireless access to learning applications by using a mobile phone with Internet access or a handheld data device with phone capability. ASTD (2003), define M-learning as learning that takes

evices have small

ge skills. Also, current

Searching for specific information within a

subset of E-learning.

and management theory have driven the corporate

ilitate the

to the effect an E-

ally with pport and to offer

ing init

lalte traditional training methods. The

xible learning approach combines to capitalise on the while maintaining the

n s of the

lea cost-effective and capable solution.

content, inadequate re and lack of effective

cha can all hamper the

g) as three of the earning. Agreed standards are

place via such wireless devices as mobile phones, personal digital assistants (PDAs), or laptop computers. Tsalgatidou (2000), states that handheld devices such as these are becoming more common, and their quality and capability is increasing due to technological breakthroughs in miniaturisation and advancements in wireless bandwidth and data networks.

Oracle (2002), state that M-learning has been slow to grow because most wireless dscreens, low resolution, slow processing, and limited storage capabilities. Likewise, difficulty connecting various types of devices to the same network is a real limitation. It seems likely that M-learning is better suited to such specific content areas as sales or languaWAP technology makes it best suited to particular aspects of e-learning courses, such as:

• Quick reminders and alerts

• Communication with peers and managers

• Multiple-choice quizzes with immediate feedback

• Daily tips

• Glossary information

• Browsing E-learning course material

• topic

• Links to WAP sites

• Course registration.

The author feels that instead of considering mobile access as a replacement for wired devices, companies should see it as an enhancement when planning E-learning initiatives. So, as M-commerce is a subset of E-commerce, M-learning will be a

provide a

7 Conclusion Corporations need to continuously retrain their staff in order to retain or improve competitive advantage. The continuing evolution of technology

training market. The philosophy of continuous learning across an organisation is encouraged in a learning organisation. A corporate university provides the training resources to facconstant training of staff enshrined in learning organisation philosophy. E-learning is a technology based training instrument which can be use to provide ubiquitous training to corporate employees. Based on several Internet related technologies, corporate E-learning is driven by the need to provide a cost-effective, flexible and scalable to training requirements.

E-learning can be decomposed into three distinct areas. Content refers to the actual training material, technology refers to the tools used to create and deliver the content and services refer to the E-learning facilities offered by vendors or third parties. When combined, the three areas form the basis of a comprehensive E-learning solution. Consideration has to be givenlearning solution will have on the organisation and its employees. Models such as McClean and Sodens, generic strategic management framework and McFarlans, strategic importance framework can be used to formulate strategy and to strategically position E-learning within an organisation respectively. Employee acceptance is vital to the success of an E-learning initiative. For an E-learning project to succeed it is important to accurately assess employee training needs, market the E-learning programme internemployees, provide adequate suincentives for participation in an E-learn

iative.

E- earning should not be viewed as a stand alone rnative to

blended or flethe best features of bothstrengths of E-learning, be efits of traditional training. Regardlesapproach adopted, assessment and evaluation of E-

rning is essential to determine if E-learning can

However, unsuitable technology infrastructu

nge management deployment of an E-learning solution. These issues can be overcome with adequate planning and co-operation between the relevant business functions.

The paper has identified the areas of standards, Learning Content Management Systems (LCMS) and Mobile learning (M-learninkey trends in E-lnecessary to facilitate content compatibility, via learning objects, between different E-learning products. Learning objects also play an important role in LCMS. An LCMS facilitates the creation,

______________________________________________________________________ 16


deployment and management of content across the enterprise. Due to the limitations of mobile devices M-learning uses mobile devices to provide a subset of E-learning functionality.

The author contends that E-learning can provide a successful, cost-effective, accessible solution to rapidly changing corporate training needs. In order to ensure success it is necessary to accurately assess training requirements and determine if the corporate infrastructure and culture is apposite to an E-learning initiative. The correct combination of content, technology and services must then be

Saddle River, NJ 07458

tage in an economic

ct-oriented software engineering to design” 31st ASSEE/IEEE

Dw s entury” The international

Ear education

Eary &

+ training, Vol. 44

a

tner.com/DisplayDocument?id

Har plication

/02

, 51–

Fryrospects”

applied, assessed and evaluated. The creation, deployment and management of courses consisting of tailor made-content and suitable third party courses can be achieved through the use of a LCMS. In this way E-learning can provide a solution to the most challenging corporate training needs.

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