Managing E-learning Group Processes Using Teleological Enquiring Principles

Abstract

This paper is concerned with managing e-learning communities. It reports on the process and methods adopted in an EU project called MEDFORIST. The challenges of managing this project were considerable because there was significant social diversity amongst the e-leaning community members. The paper outlines some key principles derived from teleology (or, the ‘study of purpose’) that were used to structure some key aspects of the management of the e-learning group processes. These principles were developed and used, in order to structure enquiring activities to inform the design, monitoring and evaluation activities in the provision of e-learning group processes. The paper outlines the use of such enquiry as a foundation for the continued development of the application of e-learning in contexts in which divergent human groups come together in unstructured, non-prescriptive human learning activities. As such, the paper outlines some key methodological requirements for managing e-learning group processes.

Cultural influences moderating learners’ adoption of serious 3D games for managerial learning

“…In addition, graduates of business management degrees who are not exposed to practice-based and experiential learning environments could find applying what they have learned in a corporate environment, challenging (Salas et al, 2009;Mustar, 2009). The transformative role of information technology in delivering business management 424 ITP 33,2 courses has been covered quite extensively in the literature of management education (Daspit and D'Souza, 2012;Geddes, 2009;Mustar, 2009;Whitaker et al, 2016;Alavi et al, 1997;Lee and Choi, 2011;Lee et al, 2013;Arbaugh et al, 2013;Phan et al, 2009) with research themes revolving around topical issues such as blended and technology enhanced learning (Whitaker et al, 2016;Alavi et al, 1997;Neville et al, 2005;Kawalek and Hart, 2007), and computer-based simulation games (Pasin and Giroux, 2011;Salas et al, 2009;Venkatesh and Bala, 2008;Venkatesh and Speier, 2000;Siemer and Angelides, 1997). Serious games, which represent the constructivist approach to learning or "learn by doing" (Kolb, 1984), are computer-based simulation games but unlike traditional computer-based educational games where the main focus is on enhancing engagement and edutainment, serious games are used in professional practice and corporate training interventions to help learners and trainees acquire and develop practical, transferable skills and knowledge (Newbery et al, 2016(Newbery et al, , 2018Bridget and Andrea, 2011;Salas et al, 2009).…”

Contextual Explanation: Alternative Approaches and Persistent Challenges

“…Information services within an organizations framework Organization (employee practices and approaches to information handling and decision making) Kawalek and Hart 2007 Management of e-learning Communities of practice across organizations Resilience capacity and adoption of telehealth innovations…”