Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/9876
Title: E-Learning in organizations; how effective has it been in the past, how effective can it be in the future?
Authors: Aitken, Andrew Paul
Award date: 2011
Abstract: The purpose of this literature review is to examine e-Learning as a method for delivering training in the workplace. This paper will review the literature and endeavour to define exactly what is meant by e-Learning and then examine how efficient it has been in the past. Efficiency will be determined by examining trainee‟s reactions to e-Learning and assessing the benefits and barriers that exist when trying to implement an e-Learning programme. The focus will then switch to the future and how can we get the best out of e-Learning to maximise its efficiency. The findings of this review have been that although e-Learning comes highly recommended by those that have completed the course – owing primarily to the flexibility offered by the ability to have access anytime and anywhere combined with the modular format of the training – there are large drop out rates. These dropout rates can be attributed to the fact that the considerations of the learner have traditionally taken second place to the technological considerations. Important factors such as learners‟ needs, learners self efficacy with the technology involved, organizational support and lack of interaction have been overlooked, which has had a detrimental effect on the motivation of the learner to complete the course. In order to combat this, the people responsible to for designing and implementing an e-Learning program need to make the learner the focal point of the training design. This can be achieved by examining transfer of training models and gaining an understanding of learner‟s needs and theories of learning.
Links: http://hdl.handle.net/2381/9876
Type: Dissertation
Level: Masters
Qualification: MSc
Rights: © The Author 2011.
Description: The full text of this dissertation is available only to University of Leicester members. Please log in with your CFS username and password when prompted.
Appears in Collections:Masters' Dissertations, School of Psychology



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