Year: 2012
Type: book-chapter
Abstract: In order to examine the complex landscape in which e-elearning is to be implemented and integrated, be it a school, a university college, or a business organization, Activity Theory (Engeström, 1987) is introduced as an analytical resource.Instead of directing attention towards problem-solving at the individual and group levels, which is typical in many theories about organizational learning and change, a characteristic of this theory is that it directs attention instead towards the objects of the activities and how these are created through interaction, contradictions and tensions between social, material and cultural forces within the organization and/or between the organization and its environment (Engestrøm, 2008).The first part of this chapter gives a brief overview of the development of e-learning in organizations (1.1), how the research and literature dealing with e-learning implementations in work organizations and educational organizations emphasise and refer to the role of management in the implementation process (1.2), and relevant aspects of Activity Theory (1.3).In the second part of the chapter, three empirical cases are presented and more broadly discussed (2.1, 2.2. and 2.3).Section 3 closes the chapter by giving concluding remarks and a brief overview of further implications. E-learning in organizationsAccording to Alessi and Trollip (2001), organization-wide use of web-based technology for learning purposes has, at minimum, two important benefits: Learners can access the materials at their convenience (educational accessibility), 1 and Learning has the potential for employee-employee interaction and communication (social interaction).
Source: InTech eBooks
DOI: 10.5772/31342
Author: Grete Netteland
Institution: Høgskulen i Sogn og Fjordane
Language: English
Subfield: Human Factors and Ergonomics
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W1579312954