Abstract
It becomes perceptible that each day more companies make use of e-learning for the capacity of its workers. During a congress in the e-learning area it has been noticed the increase in corporative e-learning cases. These cases show that there does not exist a single form of e-learning within the companies. Each program makes use of adequate practices for organizational characteristics, which may vary according to each company’s knowledge, the technology, the available resources, and the vision administrators have concerning e-learning. Thus, this paper aims to characterize some of these different e-learning practices. Exploratory research was carried out where e-learning specialists were interviewed in nine different companies and a university in Australia. The results revealed successful accounts as well as challenges that must overcome. These results will form the basis for later research where an evaluation system that can be adaptable to each corporate e-learning practice will be developed.
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Na Ubon and C. Kimble. Knowledge management in online distance education. In: Proceedings of the 3rd International Conference Networked learning 2002, University of Sheffield, UK, March 2002, p. 465–473.
M. L. Belloni. Educação a Distância. (2. ed, Autores Associados, Campinas, 2001).
M. J. Rosenberg. E-learning: estratégias para a transmissão do conhecimento na era digital (Pearson Education, São Paulo, 2002).
J. Swieringa and A. Wierdsma. La organizatión que aprende (Addison-Wesley,. Wilmington, 1995).
Argyris and D. Schön. Organizational learning II: theory, method and practice (Addison-Wesley, Wilmington, 1996).
F. Becker. Educação e construção do conhecimento (Artmed Editora, Porto Alegre, 2001).
P. Nicholson. E-training or e-learning? Towards a synthesis for the knowledge-era workplace, in: P. Nicholson et al. (eds). Etraining solutions for professional organizations: proceedings of Etrain 2003 (Kluwer, New York, 2003).
H. Ingram, E. Sandelands and R. Teare. Building high performance learning: a focus on career results and the business bottom line. The learning organization; v. 8; n. 5, p. 211–219(2001).
L. Kirkpatrick. Evaluating training programs: the four levels. (2nd ed., Berret-Koehler Publishers Inc., San Francisco, 1998).
H. Nisenbaum. Treinar é preciso. Medir também é preciso. In: E-learning Brasil News (December 19, 2003); http://www.elearningbrasil.com.br.
J. J. Phillips and R. D. Stone. How to measure training results (McGraw-Hill, New York, 2002).
J. D. Levy. Medindo e maximizando resultados através do e-learning. In: E-learning Brasil News (December 11, 2003); www.elearningbrasil.com.br
L. Bardin. Análise de conteúdo (Edições 70, Lisboa, 1977).
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2006 International Federation for Information Processing
About this paper
Cite this paper
Pilla, B.S., Nakayama, M.K., Nicholson, P. (2006). Characterizing E-learning Practices in Companies. In: Kumar, D., Turner, J. (eds) Education for the 21st Century — Impact of ICT and Digital Resources. IFIP WCC TC3 2006. IFIP International Federation for Information Processing, vol 210. Springer, Boston, MA . https://doi.org/10.1007/978-0-387-34731-8_16
Download citation
DOI: https://doi.org/10.1007/978-0-387-34731-8_16
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-34627-4
Online ISBN: 978-0-387-34731-8
eBook Packages: Computer ScienceComputer Science (R0)