Effective implementation of e‐learning: a case study of the Australian Army

Abstract

PurposeThis case study identifies factors influencing the implementation of e‐learning within the Australian Army training context.Design/methodology/approachA grounded theory approach was used to gain an understanding of the concerns of stakeholders involved in e‐learning implementation. This research included interviews with Army managers, course developers, instructional designers and instructors.FindingsThe main factors that were important for respondents involved in e‐learning management, design, development and delivery could be identified. This case study demonstrates the importance of maintaining focus on organisational priorities and learning goals while meeting the demands of change pressures.Research limitations/implicationsThis is an initial study to gain an overview of the main issues. More research will be required to understand the Army's e‐learning context and to confirm these findings. Further research will include other stakeholders, including trainees' perspectives and extend to other Army sites.Practical implicationsFor effective implementation there needs to be a process of continual adaptation and alignment of e‐learning to reflect changing demands while meeting the priorities of the organisational culture and learners' needs.Originality/valueThis paper analyses the first independent external research into e‐learning in the Australian Army. Although this is a specialised context for e‐learning, the issues raised in this case study will inform research into other workplace e‐learning projects.

Web‐based Teacher Training and Coaching/Feedback: A Case Study

“…For one, WBT may be more cost effective than DT. The use of WBT eliminates the expense of bringing an outside consultant to the school or provide travel funds for off-site training (Newton & Ellis, 2005). In addition, teachers who participate in WBT can learn at their own pace from virtually any geographic location with an Internet connection, and they reap the benefits of a distributed computer-based instructional approach (Clarke & Hermens, 2001;Wild, Griggs, & Downing, 2002).…”

Proposal for classifying e-learning models

“…Ebbe az osztályba tartozik [21] driverek a változáshoz, képzési kultúra és a tanulók igényei nevű modellje az Ausztrál Hadsereg számára. A modell a Hadsereg munkahely-kontextusának hatását foglalja össze a résztvevők perspektívájából az e-learning tervezéséhez, fejlesztéséhez és közzétételéhez (delivery).…”

A Review of Obstacles to Successful e-Learning Deployment in SMEs

“…Also, the available network restricted design of instructional tools. Another potential barrier to e-Learning, according to managers interviewed by Newton and Ellis, was the need for trainees to be appropriately re-socialized according to specifics of a given culture (Newton and Ellis, 2005). The interviewed course instructors found out that the e-Learning courses did not recognize diversity of learners.…”

“…A case study of Newton and Ellis (2005) identifies factors that impact e-Learning in the Australian army environment. The most important factors are "drivers for change, training culture, learner needs".…”