What have we learnt? [chapter]

2010 Time Matters  
This article considers the evolution of e-learning and some of the factors that have shaped its implementation. It draws on research conducted in the UK from 2001 to 2008 by the Chartered Institute of Personnel and Development (CIPD) focusing on training and learning in corporate organisations rather than courses offered to students enrolled in educational institutions. The article argues that throughout this period there has been insufficient attention given to the way learning takes place in
more » ... rganisations. It considers the emerging wave of enthusiasm for Web 2.0, concluding that successful current applications of e-learning simply use a more diverse range of tools and approaches. 13 universities and colleges. The strength of this business model means that the CIPD has been able to fund its own research, including annual surveys of members and their organisations. Of particular relevance to this discussion is the annual Learning and Development (L&D) Survey that the institute conducts annually, which attracts responses from over 700 professionals. In addition, the CIPD funds specific, targeted research projects of relevance to its members and maintains a Web site (www.cipd.co.uk) that houses topic-specific fact sheets and online tools, as well as supporting a number of virtual communities based on threaded discussion forums. Although the review of the CIPD research here focuses primarily on corporate settings, the findings and insights can offer a useful perspective on e-learning more generally. Progress: waves and hype If we include distributed technology products such as computer-based training (CBT) disks and CD-ROMs that do not depend on the connective capability of computers, we can argue that the corporate application of e-learning dates back several decades. The term 'technology-based training' (TBT) was used as early as the 1970s to describe the first experiments in computer-assisted learning (CAL) using mainframe computers. Three distinct, if overlapping, periods can be identified in which new digital technologies were expected to have a dramatic impact on the way workplace training was delivered: • PCs and removable media: The first era, which occurred in the first half of the 1980s, saw desktop personal computers (PCs) becoming widespread with floppy disks (and later, CD-ROMs) enabling the storage and distribution of digital information, including learning content. Impact is a publication of: http://journal.elnet.com.au/impact Please cite as: Sloman, M. (2009). Learning and technology -what have we learnt?
doi:10.1002/9781444323252.ch9 fatcat:sdviluimmng4fol6ymcfcjhfey