Effective implementation of online learning: a case study of the Queensland mining industry

Abstract

Background to the studyRapid technological changes and the emergence of the global knowledge-based economy have encouraged national governments to develop policies encouraging investment in Internet technologies and infrastructure, for example, Scotland (The Scottish Office, 1999), Canada (Advisory Council on Science and Technology, 1999) and Australia (Beazley, 2001). Upgrading the skill shortages in the workforce, particularly information technology skills, are promoted as the basis of this new economy. Owing to the need for a rapid uptake of these new skills, providing effective workplace learning has become essential for many companies to gain competitive advantage (Bassi et al., 1998).In the face of the Internet and its related technologies, retaining staff, remaining competitive and ensuring long-term profitability are seen as potential organizational benefits of the emerging knowledge-based economy. Implementation of flexibility in training and user control of learning, particularly through online delivery, have in turn created pressures for changes in the way people and organizations work (Eccles, 1998; Stephenson and Yorke, 1998;Bates, 2000). Accompanying these expectations,``training'' is also being redefined, for example:As we enter the next millennium . . . training as something provided for employees will be replaced by learning that employees initiate themselves. Training for the masses will be replaced by highly customized, just-for-me learning (Garger, 1999).

A social theory perspective on e-learning

“…The reasons for what motivates employees to undertake e-learning and what they see as benefits for e-learning seem to reflect the discourse of productivity promoted by e-learning (Baldwin-Evans 2004; Gasco et al 2004;Harun 2002;Industry Canada 2002Newton et al 2002;Pollitt 2005). At the same time, the reasons specified as barriers to e-learning seem to indicate that productivity as relayed through e-learning is not necessarily resulting in a more 'productive' learning experience or workplace performance.…”

“…This is a widely held sentiment in the more normative stances on e-learning, especially as it pertains to the workplace (Baldwin-Evans 2004; Gasco et al 2004;Harun 2002;Industry Canada 2002Newton et al 2002;Pollitt 2005). Conversely, relatively little attention is directed at the disparate social and cultural learning needs of a global workforce with an increasingly complex profile of educational needs (Ally 2004;DeRouin et al 2005;Salas et al 2002).…”

Negotiating the context of online in-service training: ‘expert’ and ‘non-expert’ footings

“…Thus, online discussions in the form of chat rooms and discussion forums are portrayed to render possible 'more sustained inquiry and clarification of the issues being discussed' (Holzer 2004, 82). Consequently, organisations have seen it as necessary to take their staff development efforts online (Newton, Hase, and Ellis 2002).…”

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

“…Research into e-Learning in workplaces is more limited and tends to be anecdotal accounts by organisations or commercially based research companies with a U.S. focus. Reporting from knowledge-based industries, where computers tend to be integral to their business has also created a bias in the eLearning case study literature (Newton, Hase & Ellis, 2002). Therefore, there is a need for more exploratory case study research into the processes involved in adopting and adapting e-Learning in different learning contexts.…”