- Australian Flexible Learning Framework (AFLF) (49)
- Australian Institute of Training and Development (AITD) (31)
- I & J Management Services (Australia) (13)
- New Zealand Association for Training and Development (NZATD) (10)
- Flexible Learning Advisory Group (FLAG) (9)
- Bowman, Kaye (8)
- European Centre for the Development of Vocational Training (Cedefop) (8)
- Guiney, Peter (8)
- Mitchell, John (8)
- Callan, Victor J. (6)
- Ehlers, Ulf-Daniel (6)
- International Vocational Education and Training Association (IVETA) (6)
- Kinshuk (6)
- Learning and Skills Council (Great Britain) (LSC) (6)
- Scottish Further Education Unit (SFEU) (6)
- Collaborative e-learning in rail: final report
In a geographically dispersed industry such as rail, technology plays an important role in learning. This project sought to obtain an indication of attitudes towards e-learning and capabilities and capacities regarding technology. A portal was developed to allow for sharing of knowledge and communication between rail organisations and across the industry. Overall, the project showed that the future is bright for e-learning in the rail industry.
In a geographically dispersed industry such as rail, technology plays an important role in learning. This project sought to ... Show Full Abstract
- E-learning in European higher education institutions: results of a mapping survey conducted in October-December 2013
The present study on e-learning intends to contribute to closing a data gap and to stimulate the discussion on the further development of national and European policies on the issue and to support its systematic institutional take-up. It draws upon a survey conducted by the European University Association between October and December 2013. [Two hundread and forty-nine] answers from higher education institutions, in their majority universities, from 38 European systems ([European Union] EU and wider Europe), were received. While the sample is self-selected, it represents almost one third of [European University Association's] EUA's institutional membership. The survey asked about the type of e-learning institutions use, their experiences in this area and their expectations for the future. It considered blended and online learning in various formats. Given the strong interest in Massive Open Online Courses (MOOCs), a large section of the report is dedicated to this issue. The survey also posed questions regarding support structures and services, intra-institutional coordination, quality assurance and recognition.
The present study on e-learning intends to contribute to closing a data gap and to stimulate the discussion on the further ... Show Full Abstract
- A performance-oriented approach to e-learning in the workplace
Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization's quest for success. To solve this problem, we need to examine what workplace e-learning requires and how workplace e-learning systems should be developed in line with those requirements. [The authors] investigated the problem by identifying the fundamental elements of the workplace learning environment including the learner, organization, learning content and social context, and their relationships. [The authors] found that workplace e-learning should align individual and organizational learning needs, connect learning and work performance, and support social interaction among individuals. To achieve this, a performance-oriented approach is proposed in this study. Key performance indicators are utilized to clarify organizational goals, make sense of work context and requests on work performance, and accordingly help employees set up rational learning objectives and enhance their learning process. Using this approach, a prototype system has been developed and a set of experiments have been conducted to demonstrate the effectiveness of the approach.
Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in ... Show Full Abstract
- E-Learning in the workplace: an annotated bibliography
This report presents an annotated bibliography of 162 papers relating to the use of e-learning in workplaces in New Zealand, Australia, Canada, the United Kingdom, and the United States. The objectives are to: provide an overview of the literature on the use of e-learning in the workplace; assist businesses who have implemented or are considering implementing e-learning; assist trainers, government agencies, and institutions in their planning and implementation of e-learning; and extract important findings. The bibliography has been grouped into three categories: (1) introduction to e-learning - literature that is introductory and most likely to be relevant to those considering implementing e-learning in the workplace; (2) further development of e-learning - literature that may assist those who have implemented e-learning but wish to develop it further; and (3) experience with e-learning - literature with more complexity about e-learning programmes and future developments.
This report presents an annotated bibliography of 162 papers relating to the use of e-learning in workplaces in New Zealand, ... Show Full Abstract
- Experiences with blended learning program delivery for apprenticeship trades: a case study
In many trades the demand for training seats has strained the conventional delivery capacity of training providers in Canada. Manitoba, along with other Canadian provinces is experiencing a shortage of skilled tradespersons required to enable current and future economic expansion. Due to the deficiency in the skilled labor force, a community college in Manitoba designed, developed and delivered an alternate model of program delivery for apprenticeship trades education comprised of distributed learning using blended learning methodology. The objective was to realize fruition by employing the use of an online blended delivery model as an alternative to traditional block release training typically comprised of eight-10 weeks of face-to-face instruction at a community college. The delivery objectives focused on creating course content that could be delivered through the Internet to any apprentice regardless of location. The model would permit apprentices living in remote northern regions to remain in their communities to complete their level training as opposed to leaving family and community to complete their training at one of Manitoba's technical colleges. This case study is founded on the requirement in the project Request for Proposal to collect data for continuous improvement purposes for subsequent component development and/or delivery. The data indicates that apprentices identify the opportunity to remain at home in their community to take their level training as the programs greatest strength. The challenges associated with designing, developing and delivering a blended model of apprenticeship training center around institutional engagement, subject matter expert availability and instructor preparedness for using technology for teaching and learning. This case study is significant as the literature is void of empirical data pertaining to an alternative model of apprenticeship training in Canada.
In many trades the demand for training seats has strained the conventional delivery capacity of training providers in ... Show Full Abstract
- The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: a nationally representative study
Using data from more than 2,000 community college science, technology, engineering, and mathematics (STEM) majors in the National Postsecondary Student Aid Study, this research investigates how ethnicity, gender, non-traditional student risk factors, academic preparation, socio-economic status, and English-as-second-language/citizenship status relate to online course enrollment patterns. Even after controlling for other factors, Blacks and Hispanics (Black and Hispanic men, in particular) were significantly underrepresented in online courses, women were significantly overrepresented, and students with non-traditional student risk factors (delayed enrollment, no high school diploma, part-time enrollment, financially independent, have dependents, single-parent status, and working full-time) were significantly more likely to enroll online. However, although ethnicity, gender, and non-traditional factors were all important predictors for both two- and four-year STEM majors, at community colleges, ethnicity and gender were more important predictors of online enrollment than non-traditional characteristics, which is the opposite pattern observed at four-year colleges.
Using data from more than 2,000 community college science, technology, engineering, and mathematics (STEM) majors in the ... Show Full Abstract
- Changing configurations of adult education in transitional times: conference proceedings
This volume contains papers presented at the European Society for Research on the Education of Adults (ESREA) 2013 conference held at Humboldt University in Berlin.
This volume contains papers presented at the European Society for Research on the Education of Adults (ESREA) 2013 ... Show Full Abstract
Authors: Kapplinger, Bernd; Lichte, Nina; Haberzeth, Erik;
Conference name: European Research Conference
Geographic subjects: Europe; Great Britain; Spain;
Resource type: Conference
Subjects: Adult and community education; Students; Higher education;Lifelong learning; Teaching and learning; Outcomes; Employment; Vocational education and training; Providers of education and training; Participation; Migration; Equity; Youth; Pathways; Literacy; Disadvantaged; Industry; Quality; Career development; Technology; Skills and knowledge; Workforce development; Governance show more
- Harnessing the potential of ICTs for literacy teaching and learning: effective literacy and numeracy programmes using radio, tv, mobile phones, tablets, and computers
The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information and communications technologies] ICTs to support the acquisition and further development of reading, writing and numeracy skills is usually part of broader blended learning strategies. Traditional classroom teaching and learning approaches are complemented by self-directed learning, where learners can practice and progress at their individual pace, at their own time, and in different places. These strategies contain also possibilities for learners to interact with each other and share the learning experience from different places. A number of programmes featured in this selection are enabling learners to connect with each other and exchange information about health, nutrition, religion and other important day-to-day topics or to coordinate their community development activities. These inspiring programmes arose from different cultural backgrounds and are transferable to a variety of contexts.
The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information and ... Show Full Abstract
Authors: Hanemann, Ulrike
Geographic subjects: Africa; Cabo Verde; Kenya;Niger; Nigeria; Senegal; Somalia; Arab countries; Iraq; Lebanon; Middle East; Afghanistan; Cambodia; India; Mongolia; Pakistan; Oceania; Solomon Islands; South America; Brazil; Colombia; Central America and the Caribbean; Costa Rica; Jamaica; Panama; North America; Europe; Germany; Great Britain; Ireland; Turkey show more
Resource type: Report
Subjects: Technology; Research; Literacy;Numeracy; Skills and knowledge; Adult and community education; Teaching and learning; Gender; Disadvantaged show more
- Learning in developing countries: implications for workforce training and development in Africa
The implementation of e-learning as a strategy has risen exponentially over the last 20 years as more adults use this medium to enhance their skills and acquire knowledge. The utilization of technology offers significant advantages to both learners and organizations in terms of cost, time and rich learning content. E-learning has been widely adopted in the western world, and companies and organizations in developing countries are increasingly taking advantage of e-learning tools to support education and skill upgrade of their workforce as a mechanism to compete in an increasingly global economy. E-learning has taken root in several African countries with the explosion of communications tools, internet and mobile technology. This perspective on practice addresses three key issues of e-learning in Africa: (a) the adoption of e-learning in developing African countries; (b) the available e-learning resources and practices; and (c) the implications of e-learning on workforce training and development.
The implementation of e-learning as a strategy has risen exponentially over the last 20 years as more adults use this medium ... Show Full Abstract
- Making industry grade technologies available for training
Acuto was commissioned to undertake this research project, funded by the Australian Government's Flexible Learning Advisory Group, into strategies to make existing high technology, industry grade facilities, programs and/or technologies more generally available for training. This report provides a qualitative analysis of the nature and type of these specialist facilities, their applicability to wider user access and inferences regarding strategies to facilitate access and overcome any barriers to their wider utilisation. The purpose of the study is to identify: What specialised industry technologies/e-learning resources are currently in use in the training sector and how broad is the access to those resources? Whether there are specialised industry technologies that are currently only available to industry and if so, how they might be of use for training. What potential is there to facilitate access to those specialised industry resources and facilities for the widest possible user base? What possibilities are created in terms of virtual environments and video technologies in the context of increased availability of broadband connectivity? Whether there are specific software or hardware requirements to access the resources and facilities and if so, what might be the associated costs? What barriers are there to accessing the resources and facilities from both a technical and non-technical perspective? Any suggestions for overcoming the barriers to accessing the resources and facilities.
Acuto was commissioned to undertake this research project, funded by the Australian Government's Flexible Learning Advisory ... Show Full Abstract