E-Learning Teams and Their Adult Learning Efforts in Corporate Settings: A Cross Analysis of Four Case Studies

Stewart, Barbara; Waight, Consuelo

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E-Learning Teams and Their Adult Learning Efforts in Corporate Settings: A Cross Analysis of Four Case Studies

Stewart, B. & Waight, C. (2008). E-Learning Teams and Their Adult Learning Efforts in Corporate Settings: A Cross Analysis of Four Case Studies. International Journal on E-Learning, 7(2), 293-309. Chesapeake, VA: AACE.
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Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 7, Issue 2, April 2008
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA

More Information on IJEL

Table of Contents

Authors

Barbara Stewart, Consuelo Waight, University of Houston, United States

Abstract

Four cases relating to the efforts of e-learning teams in valuing adult learners in their e-learning solutions were examined to better understand how e-learning teams value their adult learners within corporate settings. Two questions guided the analysis of the cases, they are 1. What is the nature of the e-learning solutions in these cases? 2. What strategies did the e-learning teams used to value adult learners? The nature of the e-learning solutions in these cases resulted in descriptions about e-learning context, e-learning format, types, and numbers of courses. The strategies that e-learning teams used to value adult learners related to front-end analysis, content selection, content sequence, and presentation, interactions, standards, assessments, locations, and transfer. The analysis illustrated that e-learning teams and their efforts to value adult learners in their e-learning solutions are influenced by factors such as team size, team talent, company size, and technology. The results of the cross-case analysis offer a synthesis that e-learning teams can use for benchmarking and evaluation.

Keywords

References

Babbie, E. (2004). The practice of social research. Belmont, CA: Wadsworth.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Comacchio, A., & Scapolan, A. (2004). The adoption process of corporate e-learning in Italy. Education and Training, 46(6/7), 315-325.
Herie, M. (2005). Theoretical perspectives in online pedagogy. Journal of Technology in Human Services, 23(1/2), 29-52.
Huberman, A. B., & Miles, M. (1994). Data management and analysis methods. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 228-244). Thousand Oaks, CA: Sage.
Johnson, S.D., & Aragon, S.R. (2003). An instructional strategy framework for online learning environments. In S.A. Aragon (Ed.), Facilitating learning in online environments. New Directions for Adult and Continuing Education, (No. 10, pp. 31-44). San Francisco: Jossey-Bass. Knowles, M.S. (1980). The modern practice of adult education. Englewood Cliffs, NJ: Prentice Hall. Kruse, K., & Kiel, J. (2000). Technology-based training. San Francisco: Jossey-Bass/Pfeiffer. LaPointe, D. K., & Gunawardena, C.N. (2004). Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computermediated conferencing. Distance Education, 25(1), 85-106.
Lofland, J., & Lofland, L. H. (1995). Analyzing social settings: A guide to qualitative observation and analysis. Belmont, CA: Wadsworth.
Mason, R.M. (1993). Strategic information systems: Use of information technology in a learning organization. Proceedings of the 26th Hawaii International Conference on System Sciences (pp. 840-849). Los Alamitos, CA: IEEE Press.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass. Munro, J. (1998). Presence at a distance: The educator-learner relationship in distance learning. American Center for the Study of Distance Education Research Monograph 16. University Park, PA: Pennsylvania State University.
Newton, D., & Ellis, A. (2005). Effective implementation of e-learning: A case study of the Australian Army. Journal of Workplace Learning, 17(5/6), 385-397.
Noe, R.A. (2004). Employee training and development (3rd ed.). New York: McGraw Hill. Pressley, M., & McCormick, C. (1995). Cognition, teaching, and assessment. New York:HarperCollins. Rosenberg, M. J. (2001). E-Learning: Strategies for delivering knowledge in the digital age. New York: McGraw Hill.
Shin, N. (2002). Beyond interaction: The relational construct of “transactional presence”. Open Learning, 17(2), 121-137.
Waight, C.L., Willging, P., & Wentling, T.L. (2004). Recurrent themes in e-learning: A narrative analysis of major e-learning reports. Quarterly Review of Distance Education, 5(3), 195-203. Waight, C. L., & Stewart, B. L. (2005). Valuing the adult learner in e-learning: Part two – insights from four companies. Journal of Workplace Learning, 17(5/6), 398-414.
Yang, B.(2004). Can adult learning theory provide a foundation for human resource development? Advances for Developing Human Resources, 6(2), 129-145.
Yin, R. K. (1994). Case study research design and methods. Thousand Oaks, CA: Sage.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Babbie, E. (2004). The practice of social research. Belmont, CA: Wadsworth.

[2] Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

[3] Comacchio, A., & Scapolan, A. (2004). The adoption process of corporate e-learning in Italy. Education and Training, 46(6/7), 315-325.

[4] Herie, M. (2005). Theoretical perspectives in online pedagogy. Journal of Technology in Human Services, 23(1/2), 29-52.

[5] Huberman, A. B., & Miles, M. (1994). Data management and analysis methods. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 228-244). Thousand Oaks, CA: Sage.

[6] Johnson, S.D., & Aragon, S.R. (2003). An instructional strategy framework for online learning environments. In S.A. Aragon (Ed.), Facilitating learning in online environments. New Directions for Adult and Continuing Education, (No. 10, pp. 31-44). San Francisco: Jossey-Bass. Knowles, M.S. (1980). The modern practice of adult education. Englewood Cliffs, NJ: Prentice Hall. Kruse, K., & Kiel, J. (2000). Technology-based training. San Francisco: Jossey-Bass/Pfeiffer. LaPointe, D. K., & Gunawardena, C.N. (2004). Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computermediated conferencing. Distance Education, 25(1), 85-106.

[7] Lofland, J., & Lofland, L. H. (1995). Analyzing social settings: A guide to qualitative observation and analysis. Belmont, CA: Wadsworth.

[8] Mason, R.M. (1993). Strategic information systems: Use of information technology in a learning organization. Proceedings of the 26th Hawaii International Conference on System Sciences (pp. 840-849). Los Alamitos, CA: IEEE Press.

[9] Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass. Munro, J. (1998). Presence at a distance: The educator-learner relationship in distance learning. American Center for the Study of Distance Education Research Monograph 16. University Park, PA: Pennsylvania State University.

[10] Newton, D., & Ellis, A. (2005). Effective implementation of e-learning: A case study of the Australian Army. Journal of Workplace Learning, 17(5/6), 385-397.

[11] Noe, R.A. (2004). Employee training and development (3rd ed.). New York: McGraw Hill. Pressley, M., & McCormick, C. (1995). Cognition, teaching, and assessment. New York:HarperCollins. Rosenberg, M. J. (2001). E-Learning: Strategies for delivering knowledge in the digital age. New York: McGraw Hill.

[12] Shin, N. (2002). Beyond interaction: The relational construct of “transactional presence”. Open Learning, 17(2), 121-137.

[13] Waight, C.L., Willging, P., & Wentling, T.L. (2004). Recurrent themes in e-learning: A narrative analysis of major e-learning reports. Quarterly Review of Distance Education, 5(3), 195-203. Waight, C. L., & Stewart, B. L. (2005). Valuing the adult learner in e-learning: Part two – insights from four companies. Journal of Workplace Learning, 17(5/6), 398-414.

[14] Yang, B.(2004). Can adult learning theory provide a foundation for human resource development? Advances for Developing Human Resources, 6(2), 129-145.

[15] Yin, R. K. (1994). Case study research design and methods. Thousand Oaks, CA: Sage.

E-Learning Teams and Their Adult Learning Efforts in Corporate Settings: A Cross Analysis of Four Case Studies

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