A comparative study on e-learning technologies and products: from the East to the West

Yanping Liu, Hong Wang. Systems Research and Behavioral Science. Chichester: Mar/Apr 2009. Vol. 26, Iss. 2; pg. 191.

Abstract

Among the many technologies that support knowledge management, electronic learning or e-learning has become as popular as business intelligence. Along with the rapid development of modern communications and information technology and the increasing demand for building and maintaining business continuity capabilities, e-learning has emerged into a viable solution for continuous, on-demand training and organizational learning. It becomes critical for organizations to design and develop an effective e-learning system by using well-researched theories and technologies that fit their organizational environment. As we discovered in our study, a successful e-learning system is supported by many critical success factors (CSFs), and technology is the key factor among the CSFs. We also conducted a comparative study on e-learning theories, technologies and products from the perspectives of both western practitioners and Chinese counterparts. Due to the rapid economic development in China and its fast adoption of communications and information technology, the ways Chinese practitioners are developing e-learning theories, technologies and products have inevitably become a focal point in the world of information technology. Through the analysis of the current e-learning technologies and products, we outline the trends of developing e-learning systems and emphasize the importance of proper theories in guiding e-learning systems development.  [PUBLICATION ABSTRACT]

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The effectiveness of e-learning in a multicultural environment

by Gamble, Angela L., Ph.D., Capella University, 2009, 124 pages.

Abstract

The purpose of this quantitative research study was to explore and determine the effectiveness of Western-designed e-learning when deployed to both Eastern and Western cultures. This study examined a multinational company deploying e-learning across its global locations.  Specifically, results compared the effectiveness of an e-learning course with participants in China and the United States.   This research was a correlational quantitative study, based upon the cross-cultural dimensions in education called the simplified multiple cultural model (SMCM) questionnaire. This present sample consisted of functionally equivalent participants who worked in China and those who worked in the United States. To test the first hypothesis, the participants were asked to rate the outcomes of the e-learning, defined as the degree to which the e-learning fulfilled their learning expectations and the degree to which it was  applied to their job. The data from this study illustrated both groups found that the outcome of the e-learning was moderate. To test the second hypothesis, the participants were asked to select one of two possible responses to indicate their preference for a characteristic or feature of the e-learning course from one polar extreme or the other on each continuum. The data from this study illustrated a sharp difference in learning preferences. Both groups rated the learning outcomes very similarly, both in terms of the average rating and in terms of the distribution of the  ratings. The sharp difference in learning preferences illustrated the China group had a significantly stronger preference for the constructivist-cognitive paradigm, and the U.S. group had a stronger preference for the instructivist-objectivist paradigm.  [PUBLICATION ABSTRACT]

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Perceptions of Arab students, faculty members, and administrators at the American University in Cairo towards e-learning: An exploratory case study

by Dajani, Nizar N., Ph.D., Capella University, 2009, 145 pages.

Abstract

E-learning is currently viewed by Arab government officials as a viable solution to their educational problems (UNESCO, 2002b; Bubtana, 2003; Aldhafeeri & Almulla, 2006). As a result, significant investments by local, regional, and international organizations have been made to implement e-learning programs in the Arab region (ALECSO, 2001; UNESCO, 2002a; Dowidar, 2002). This study was an exploratory case study to capture the Arab perceptions towards e-learning. The study followed Robert Stake’s case study research approach; participants included thirty Arab students, faculty members, and administrators at the American University in Cairo (AUC). The data was collected through face-to-face interviews. The study describes participants’ general perceptions of e-learning, what they perceive to be advantages and disadvantages, and how they view the effectiveness and quality of e-learning. In addition, the study indicated that the majority of the participants had no e-learning experience and viewed e-learning negatively, while four participants with e-learning experience had a positive perception of e-learning. Existing studies of Arab perceptions of e-learning offer mostly positive views but they are based on surveys of participants with e-learning experience. This research also suggests that culture could be an inhibitor of e-learning and should be taken into account in the promotion and design of e-learning programs.  [PUBLICATION ABSTRACT]

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E-WORLD: Open the page to e-learning 2.0

Anonymous. Businessline. Chennai: Mar 9, 2009.

Abstract

Professionals want to learn tips, tricks, and techniques from successful peers in their community. They don’t really want to listen to scripted “talent”, or to professional trainers, says a blog by Thomas Kelly, co-author of The Business Case for E-Learning and advisor for many small and medium-sized companies focusing on learning organisations, systems and strategies. Jay Cross’ book Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance, says 80 per cent of all learning at a work place happens informally, such as at the water cooler. Therefore it is important to blend formal learning with informal learning.

Expertus, a Learning Outsourcing organisation, has seen learning development time cut down by half using tools such as wikis, blogs and podcasts, says the company’s Founder and Vice-President, Client Services, Mohana Radhakrishnan. Sharing the case of a large storage solutions provider, she says collaborations tools such as discussion threads and “answers” forums have made doing business with the company as simple as online banking.

In its Global Enterprise Web 2.0 Market Forecast: 2007 to 2013, Forrester Research reports that organisations’ spending on Web 2.0 technologies will “surge” over the next five years, growing 43 per cent each year, to reach $4.6 billion globally by 2013. It will predominantly be used to connect with customers and help employees collaborate. The market for web 2.0 technologies in 2008 was around $764 million. (See graphic) Reflecting this is the consistent triple digit growth that Cornerstone OnDemand, an on-demand integrated learning and talent management software provider, has seen for at least the last three years. “December 2008 was our best quarter in our 10-year history,” says Charles Coy, Director of Product Marketing, Cornerstone Ondemand. “We started with large size clients averaging 10,000 employees each but are now moving downstream towards mid-market and small and medium enterprises,” he says, without disclosing any numbers. The private company raised $32 million in venture capital in late 2007 for its expansion plans.  [PUBLICATION ABSTRACT]

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