With the rise of technology and the World Wide Web (www), many training and development (T&D) specialist have forecasted a boost in e-learning (Sloman 2003). However, there was no significant increase in the use of e-learning (Sloman 2003). E-learning often describes technology-based T&D interventions as in the following definition by Zornada (2005, p. 9)
“E-learning will be used to refer to the more contemporary approaches. In particular, approaches that make use of Web-based systems and Learning and Content Management Systems for making training and development activities available on the desktop using intranet or internet-based platforms”
Zornada (2005) highlights the main advantages of e-learning as being able to reach a dispersed workforce, saving costs despite high initial costs and employees being able to time the learning according to their schedules. The author also mentions pitfalls of such e-learning, which result from topics and learners that are not suitable for e-learning. Suitable topics are mainly of a technical nature and soft-skill development is not possible. This type of e-learning is what Adams & Morgan (2007) call first generation e-learning. The authors introduce a second generation of e-learning which is characterised by learner-driven, free-flow learning.
The debate on first and second generation e-learning as presented by Adams & Morgan (2007) does not deliver clear characteristics of both and leads to the question of further generations of e-learning. Therefore, a different approach of e-learning definitions will be used, which distinguishes between web-based training, supported on-line learning and informal e-learning (Sloman 2003, p. 51).
Following this typology, Zornada’s (2005) definition of e-learning is part of web-based training. Sloman’s (2003) categorisation also touches on another debate, which is the shift from training to learning. Brown et al (2006) regard technology as a means of supporting and fostering learning. The authors furthermore highlight that most learning is informal. Therewith, informal e-learning seems to be the most promising concept of the future. However, Brown et al (2006) speak primarily of e-learning as online courses and technology-supported T&D interventions, which are directed and, hence, do not fall into the category of informal e-learning.
When looking at the list of 100 technology tools for learning created by Hart (2009) on the basis of 278 participants naming their 10 favourite learning tools, a different picture emerges. The basic tools are displayed in the mind-map below.
Basically all tools aim at sharing and finding information in various forms as well as collaborating and networking with others but there are hardly any tools for instructed training. Are these tools that aim at informal e-learning included in statistics that measure implementation and effectiveness of e-learning? For example the CIPD’s annual survey of learning and development from 2009 shows that only 7% of respondents perceive e-learning as the most effective learning and development practice.
The definition of informal e-learning and the application of information-sharing and collaboration tools could change this figure. Informal e-learning tools are relatively easy to use and, thus, find high acceptance among the workforce. Moreover, people learn how to learn as the information is not only pushed towards them but they are encouraged to pull information with the help of the WWW and other people (Seely Brown 2002).
“Learning becomes situated in action; it becomes as much social as cognitive, it is concrete rather than abstract, and it becomes intertwined with judgment and exploration. As such, the Web becomes not only an informational and social resource but a learning medium where understandings are socially constructed and shared. In that medium, learning becomes a part of action and knowledge creation” (Seely Brown 2002, p. 19)
The connections of informal e-learning and work, as drawn by Seely Brown, show that informal e-learning is a natural part of work nowadays. Consequently it contributes to a learning culture which McCracken and Wallace (2000) regard as vital for strategic Human Resource Development (HRD). Furthermore, informal e-learning supports the shift from need-driven HRD to opportunity- or even capability-driven HRD (Luoma 2000) because people are given the means to solve problems, make decisions and increase innovation by sharing knowledge and networking with other people.
McLoughlin & Lee (2008) underline that the advent of social learning technologies results in teachers guiding and facilitating self-learning of students rather than instructing them. Self-learning is supported by communities and networks. When implementing social learning technologies in organisations, the role of T&D practitioners changes likewise.
Resulting from these reasons, I regard informal e-learning as the most effective learning and development tool. Nevertheless, informal e-learning should not generally be favoured over other forms of technology-based T&D interventions that fall in the categories of web-based training or supported on-line learning. These interventions can also be highly effective, depending on the strategy and objectives of T&D. For example, Zornada (2005) recommends web-based training for regulation- or certification-driven demand as well as training-intensity-driven demand.
References
Adams, J. & Morgan, G. (2007) “Second Generation” E-Learning: Characteristics and Design Principles for Supporting Management Soft-Skills Development, International Journal on E-Learning 6, 2 pp 157-185
Brown, L., Murphy, E. & Wade, V. (2006) Corporate eLearning: Human Resource Development Implications for Large and Small Organisations, Human Resource Development International 9, 3 pp 425-427
CIPD (2009) Learning and development, Annual survey report 2009 http://www.cipd.co.uk/NR/rdonlyres/FFC9C11E-20A6-4E30-9F50-8E58BC9FFA1B/0/Learnanddevsur2009.pdf, last accessed 16.04.2011
Hart, J. (2009) Top 100 Tools for Learning 2009, http://www.c4lpt.co.uk/recommended/, last accessed 16.04.2011
Luoma, M. (2000) Investigating the link between strategy and HRD, Personnel Review 29, 6 pp 769-790
McCracken, M. & Wallace, M. (2000b) Exploring strategic maturity in HRD – rhetoric aspiration or reality? Journal of European Industrial Training 24, 8 pp 425-467
McLoughlin, C. & Lee, M. (2008) Future learning landscapes: Transforming pedagogy through social software. Innovate 4, 5, http://www.innovateonline.info/index.php?view=article&id=539 last accessed 31.05. 2008
Seely Brown, J. (2002) Growing up digital, How the Web Changes Work, Education, and the Ways People Learn, USDLA Journal 16, 2 pp 15-28
Sloman, M. (2003) Training in the age of the Learner, London: Chartered Institute of Personnel and Development
Zornada, M. (2005) E-Learning and the Changing Face of Corporate Training and Development, Managing Global Transitions 3, 1 pp 5-21
Digital Environments for Training and Development 