Week 3 Question#2 E-Learning and Technology

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zbavn1225

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1- please find 10 articles that is useful for my research topic : using e-Learning and technology in career development to 21st century employees

2- they must be PEER reviewed articles and 10 years updated and make sure the articls are relevent to my topic

3- the articles must be accesabule ( able to review the core of the artcials for free, so its axces free no need to buy them to read them )

4- each articles, do a short summery ( aricle review) and APA style adressed .

5- i will be attching a sample of how it must be

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Running Head: E-Learning and Technology in Career Development E-LEARNING AND TECHNOLOGY IN CAREER DEVELOPMENT TO 21ST CENTURY EMPLOYEES by An Assignment Submitted To the Graduate Faculty Human Resource Development Program February 2019 E-LEARNING AND TECHNOLOGY IN CAREER DEVELOPMENT TO E-Learning and Technology in Career Development 2 21ST CENTURY EMPLOYEES by An Assignment Submitted To The Graduate Faculty Human Resource Development Program Wendy M. Edmonds, Ph.D Professor Date Rev. 2/12/2019 E-Learning and Technology in Career Development 3 Introduction E-learning, a modern methodology of learning where students do not have to attend classrooms to learn, it is a model of learning where students receive and absorb scholar knowledge through the use of electronic media. To be specific, e-learning involves the use of the internet and internet-enabled gadgets in learning. Especially in the contemporary timeline, elearning has been an integral factor in the development of careers for the working force of the 21st century. Staff and employees are getting indulged in the e-learning networks where they get to develop their careers in the form of additional knowledge in their relevant disciplines. This is an annotated bibliography with the drive to analyze the aspects of e-learning in career development for the 21st-century employee. Summary E-Learning at the Workplace Attwell, G. (2019). E-Learning at the Workplace. Handbook of Vocational Education and Training: Developments in the Changing World of Work, 1-25. Retrieved from: https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-49789-1_110-1 (Attwell 2019) looks at the essence of having e-learning in the corporate realm. He explains that it comes via the risen demand for advanced knowledge and skills for employees who need to advance their careers. However, there is some doubt over the relevance of elearning stating that, for Small and Medium Enterprises, e-learning loses its relevance due to the scope of the employability and thus not focused on by employers or the employed. This contribution also instructs that e-learning for the 21st-century employee is a personal drive for Rev. 2/12/2019 E-Learning and Technology in Career Development 4 individuals but not a requirement for job keeping and such, it finds an imperative mark to be used in this research. Integrating e-learning into the workplace Harun, M. H. (2001). Integrating e-learning into the workplace. The Internet and higher education, 4(3-4), 301-310. Retrieved from: https://www.sciencedirect.com/science/article/abs/pii/S1096751601000732 (Harun 2001) offers a crucial significance if e-learning. He asserts that many careers such as in the healthcare, information technology, and medical environments, there is such a demand for the advancement of knowledge and thus a rapid need to reinstruct oneself on the emerging products, technologies, and practices within their working environments. As such, there would be updated knowledge in a workplace with knowhow ready to be utilized by any stakeholder when needed. He dives deeper in the medical industry where he asserts that the medical industry must practice advanced learning for the purposes of; filling in gaps by the existing physicians multitasking where there are shortages of doctors in hospitals, cultivating the quality of services by doctors to enhance the public expectations among other reasons for e-learning for the working class. This contribution finds some significance in this research as it enlightens on the employee advantages of indulging on e-learning while in their careers. Rev. 2/12/2019 E-Learning and Technology in Career Development 5 A model for assessing the impact of e-learning systems on employees’ satisfaction Navimipour, N. J., & Zareie, B. (2015). A model for assessing the impact of e-learning systems on employees’ satisfaction. Computers in Human Behavior, 53, 475-485. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0747563215300376 (Navimipour & Zareire, 2015) elaborates on the influences of using e-learning has had on employee fulfillment as well as the relevant challenges that may affect e-learning. Navimipour and Zareire inform of the main advantage of e-learning that one does not have to transfer from place to place to participate in e-learning. As such, they assert the flexibility of coming with elearning. One can multitask electronic classes while still working at their respective jobs. They talk of how employees have managed to acquire profound satisfaction since classes are brought at their workplaces where motivation, educational contents, attitude as well as varying technology fill the satisfaction of employees. This contribution has provided insight into the aspect of flexibility that predefines the satisfaction degree of employees undergoing the elearning courses in the attempts to better their careers. E-learning critical success factors: Comparing perspectives from academic staff and students Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education, 127, 1-12. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0360131518302112 Rev. 2/12/2019 E-Learning and Technology in Career Development 6 (Alhabeeb & Rowley 2018) have offered their contribution to this research whereby they have provided significant insights on the opposition of e-learning from employees as well as other relevant organization. Summarizing from this contribution, it can be abridged that, students at the university are much favored by e-learning as compared from the effectiveness of elearning by staff and employees of a certain organization. This paper takes the case study of Saudi Arabia and assets that e-learning has partial education bases. This contribution is important to this research study as it defines some of the limitations of e-learning for the working population from students in learning institutions. To What Extent Do Academic Staff See An E-learning Framework As Being Effective In Supporting Technology Enhanced Learning (TEL) Discussions And Activities? Thomson, S. (2016). To What Extent do Academic Staff See an E-learning Framework as Being Effective in Supporting Technology Enhanced Learning (TEL) Discussions and Activities? Journal of Perspectives in Applied Academic Practice, 4(2), 2-11. Retrieved from: http://eprints.leedsbeckett.ac.uk/2437/ Thomson offers his contribution to this study by his research which looks into how the general workforce perceives the relevance of electronic learning in the contemporary realm. The study is done at Leeds Beckett University where the research investigated the degree of contentment with which employees identified with the context of e-learning looking at the significances that e-learning has on the entire idealism of its applications on the working demography. The contribution by Thomas finds an important spot in this research study as is Rev. 2/12/2019 E-Learning and Technology in Career Development 7 shows the standpoint of employees on the effectiveness of electronic learning to the general workforce. Supporting staff transitions into online learning Peacock, S., & DePlacido, C. (2018). Supporting staff transitions into online learning: A networking approach. Journal of Perspectives in Applied Academic Practice. Retrieved from: https://eresearch.qmu.ac.uk/handle/20.500.12289/9183 This contribution by Peacock and DePlacido offers some insights into the problems that come along the use of electronic learning by employees. It appreciates the availability and flexibility that e-learning brings along. He insists on how employees get challenged by certain aspects of e-learning such as the framework being inappropriate and irrelevant in its significances. This inappropriateness and irrelevance are alleged to originate from the online tutors exhibiting lack of interest and presence at times. This contribution is imperative for this study as it contributes too to the shortcomings that electronic learning exhibits. Employee Perspectives on MOOCs for Workplace Learning Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65-70. Retrieved from: https://link.springer.com/article/10.1007/s11528-016-0127-3 The contributions from this research view the standpoints from employers on the relevance of electronic learning. Ggloffstein and Ifenthaler consider the entire framework of elearning a novel method and as such, it lacks the effectiveness and the reception electronic learning. This contribution takes the format of a survey study where employers from diverse Rev. 2/12/2019 E-Learning and Technology in Career Development 8 industries were interrogated on matters such as credentials, motivation as well as relevant incentives gained from employee participation on Massive Open Online Courses. The results from this study specified that there was credible importance of having e-learning courses for employees as it enhances careers and the efficiency in their jobs. Platform learning and on-demand labor: sociotechnical projections on the future of education and work Means, A. J. (2018). Platform learning and on-demand labor: sociotechnical projections on the future of education and work. Learning, Media and Technology, 43(3), 326-338. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/17439884.2018.1504792 So far, there have been numerous positivity to the relevance of e-learning for the working population. This research contribution offers the sociotechnical perspectives of the future of elearning for the working populace. It looks at the platforms of education in a digitalized scholar policy as well as its governance and the possible future in the electronic learning platform. The paper offers an imperative perspective of what the future holds for e-learning in the political, economical as well as political societies thus proving important for this study. Leading Learning in the 21st Century Wilson, L., & Mällinen, S. (2017). Leading Learning in the 21st Century: Engaging Educators and International Partners in the Practice of Online International Learning (OIL) through Rev. 2/12/2019 E-Learning and Technology in Career Development 9 Collaborative Projects. Retrieved from: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1024&context=polytechsummit This research contribution is limited from looking on e-learning from the working point of view. However, it looks at the general perspective on how teachers and relevant international partners interact on the purposes of e-learning. It looks at the new ways, tools, and technologies of conducting e-learning. It also looks at the concept of enjoying e-learning as well as how this practice establishes collaboration and sociality as a meaningful phenomenon to students, whether working or not. It is quite important for this study as it provides more insight into how electronic learning is perceived by students. MOOCs, Graduate Skills Gaps, and Employability Calonge, D. S., & Shah, M. A. (2016). MOOCs, graduate skills gaps, and employability: A qualitative systematic review of the literature. The International Review of Research in Open and Distributed Learning, 17(5). Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/2675 (Calonge & Shah 2016) contributions to this study revolve around the benefits of electronic learning for students both working and those on full-time courses in education institutes. He asserts that e-learning among other learning techniques holds the least benefits. However, he also approves electronic learning as best for students as it allows more time for an assigned task. He argues that e-learning is based much upon a problem-based model where students with the help of the internet and social media. For the working students, e-learning is Rev. 2/12/2019 E-Learning and Technology in Career Development 10 proven by (Calonge & Shah 2016) to be the best as all the materials needed for their education is offered to them online without the connection of bulky learning materials such as books. Review and discussion: E-learning for academia and industry Chang, V. (2016). Review and discussion: E-learning for academia and industry. International Journal of Information Management, 36(3), 476-485. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0268401215001346 Chang tells of the difference between online learning as compared to learning from a face to face perspective. As such, he mentions that in a face to face perspective, learning enforces culpability, hypothetical responsibilities, for the students. In the university, students tend to get attentive to their studies as they worry about what their professors would consider their education. However, for online classes especially for people working, there is a lack of supervision and thus a huge likelihood that these working students would slack behind in their studies. The Possibilities of Online Learning Stager, G.S. (2011, April 6th). “The Possibilities of Online Learning”. The New York Times. Retrieved from: https://www.nytimes.com/roomfordebate/2011/04/05/can-youngstudents-learn-from-online-classes/the-possibilities-of-online-learning Stager implies that online writing falls short as it can be compared to on-ground learning. He bases most of his arguments on the fact that while on-ground methodologies of teaching trigger more participation of students, online learning fails in such as it lacks the window for Rev. 2/12/2019 E-Learning and Technology in Career Development 11 follow up on important troublesome activities which learners come across and as such, may remain unsolved. This scenario can be best placed for employees who fail to clear ambiguity in their learning as the practice lacks the direct contact between teachers and the students. Formal Lifelong E-Learning for Employability and Job Stability During Turbulent Times in Spain Martínez-Cerdá, J. F., & Torrent-Sellens, J. (2017). Formal Lifelong E-Learning for Employability and Job Stability During Turbulent Times in Spain. The International Review of Research in Open and Distributed Learning, 18(6). Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/2974 It has been a set standard for employees to have advanced learning for them to retain the employability status on a life long status. These insights are given by (Martinez & Torrent Sellens, 2017) show on how it has become imperative for employees to undergo a career development course via online for them to retain their relevance to their current employers. This study sampled 595 persons in the year 2007, 1,742persons in the year 2011 using the (AES) instigated by (INE). The study concluded that persons with lifelong e-learning were preferred over those with normal college learning. Employee learning and development in virtual HRD Park, S., Jeong, S., & Ju, B. (2018). Employee learning and development in virtual HRD: focusing on MOOCs in the workplace. Industrial and Commercial Training. Retrieved from: https://www.emeraldinsight.com/doi/abs/10.1108/ICT-03-2018-0030 Rev. 2/12/2019 E-Learning and Technology in Career Development 12 The author investigated reviewed information from other authors to come up with an explanation for the purposes of using MOOCs in staff development. He reviews the literature used in quite a few scenarios from virtual human resource development (HRD) point of view. The author’s research is beneficial in this study as it provides the insights at which the literature review of e-learning for employees is based. Barriers to open e-learning in public administrations: A comparative case study of the European countries Luxembourg, Germany, Montenegro and Ireland Stoffregen, J. D., Pawlowski, J. M., Ras, E., Tobias, E., Šćepanović, S., Fitzpatrick, D., ... & Friedrich, H. (2016). Barriers to open e-learning in public administrations: A comparative case study of the European countries Luxembourg, Germany, Montenegro, and Ireland. Technological Forecasting and Social Change, 111, 198-208. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0040162516301391 This contribution instructs on the barriers present that affects e-learning in many public administrations. It takes the format of a comparative case study of the European organizations where it analyzes the barriers, three-dimensional distance, and language barriers as well as an intellectualized background on how to overcome future barriers in organizational e-learning. Rev. 2/12/2019 E-Learning and Technology in Career Development 13 References Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education, 127, 1-12. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0360131518302112 Attwell, G. (2019). E-Learning at the Workplace. Handbook of Vocational Education and Training: Developments in the Changing World of Work, 1-25. Retrieved from: https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-49789-1_110-1 Calonge, D. S., & Shah, M. A. (2016). MOOCs, graduate skills gaps, and employability: A qualitative systematic review of the literature. The International Review of Research in Open and Distributed Learning, 17(5). Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/2675 Chang, V. (2016). Review and discussion: E-learning for academia and industry. International Journal of Information Management, 36(3), 476-485. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0268401215001346 Chang, V. (2016). Review and discussion: E-learning for academia and industry. International Journal of Information Management, 36(3), 476-485. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0268401215001346 Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65-70. Retrieved from: https://link.springer.com/article/10.1007/s11528-016-0127-3 Rev. 2/12/2019 E-Learning and Technology in Career Development 14 Harun, M. H. (2001). Integrating e-learning into the workplace. The Internet and higher education, 4(3-4), 301-310. Retrieved from: https://www.sciencedirect.com/science/article/abs/pii/S1096751601000732 Means, A. J. (2018). Platform learning and on-demand labor: sociotechnical projections on the future of education and work. Learning, Media and Technology, 43(3), 326-338. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/17439884.2018.1504792 Martínez-Cerdá, J. F., & Torrent-Sellens, J. (2017). Formal Lifelong E-Learning for Employability and Job Stability During Turbulent Times in Spain. The International Review of Research in Open and Distributed Learning, 18(6). Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/2974 Navimipour, N. J., & Zareie, B. (2015). A model for assessing the impact of e-learning systems on employees’ satisfaction. Computers in Human Behavior, 53, 475-485. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0747563215300376 Peacock, S., & DePlacido, C. (2018). Supporting staff transitions into online learning: A networking approach. Journal of Perspectives in Applied Academic Practice. Retrieved from: https://eresearch.qmu.ac.uk/handle/20.500.12289/9183 Park, S., Jeong, S., & Ju, B. (2018). Employee learning and development in virtual HRD: focusing on MOOCs in the workplace. Industrial and Commercial Training. Retrieved from: https://www.emeraldinsight.com/doi/abs/10.1108/ICT-03-2018-0030 Stager, G.S. (2011, April 6th). “The Possibilities of Online Learning”. The New York Times. Retrieved from: https://www.nytimes.com/roomfordebate/2011/04/05/can-youngstudents-learn-from-online-classes/the-possibilities-of-online-learning Rev. 2/12/2019 E-Learning and Technology in Career Development 15 Stoffregen, J. D., Pawlowski, J. M., Ras, E., Tobias, E., Šćepanović, S., Fitzpatrick, D., ... & Friedrich, H. (2016). Barriers to open e-learning in public administrations: A comparative case study of the European countries Luxembourg, Germany, Montenegro, and Ireland. Technological Forecasting and Social Change, 111, 198-208. Retrieved from: https://www.sciencedirect.com/science/article/pii/S0040162516301391 Thomson, S. (2016). To What Extent do Academic Staff See an E-learning Framework as Being Effective in Supporting Technology Enhanced Learning (TEL) Discussions and Activities? Journal of Perspectives in Applied Academic Practice, 4(2), 2-11. Retrieved from: http://eprints.leedsbeckett.ac.uk/2437/ Wilson, L., & Mällinen, S. (2017). Leading Learning in the 21st Century: Engaging Educators and International Partners in the Practice of Online International Learning (OIL) through Collaborative Projects. Retrieved from: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1024&context=polytechsummit Rev. 2/12/2019
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Running header: E-LEARNING AND TECHNOLOGY IN CAREER DEVELOPMENT

E-Learning and Technology in Career Development
Student’s Name
Institutional Affiliations
Course

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E-LEARNING AND TECHNOLOGY IN CAREER DEVELOPMENT

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E-Learning and Technology in Career Development
Introduction
E-learning takes the form of using electronic technologies where students access
educational materials through electronic gadgets by the incorporation of the internet. Students
get acquainted on various subjects via contemporary timelines; they do not have to attend
classes where lectures take place. The current taskforce intensely deploys the use of elearning to accentuate their careers. This, with the aim of developing and diversifying to fit
into the fast-changing world. Students and professionals e-learning and technology
compatibility is increasing to enhance solutions in their jurisdictions. In this annotated
bibliography, the discussion of employing e-learning and technology to suit the 21st-century
worker in creating a specific and creative practice is articulated in all angles.
Summary of E-Learning and Technology in Career Development
Employee Usage of E-Learning Technology
Wu, W., & Shang, D. (2019). Employee usage intention of ubiquitous learning technology:
An integrative view of user perception regarding interactivity, software, and
hardware. IEEE Access. https://ieeexplore.ieee.org/abstract/document/8618328/
Wu & Shang (2019) cumulatively relays that diversification makes e-learning the
most appropriate approach for the modern employee and firm. Today, organizations are
increasingly appreciating employees who have garnered technological interactivity. The duo
relates the primary objectives of any employee that uses the internet and technology with the
aim of developing their career stature. Workers use the technology at their disposal to benefit
not only career needs but also the organizational agendas. Technology has user-friendly
interface commands as opposed to strenuous traditional methods of learning. An in-depth
look into the modern employee according to Wu and Shang will give you the perfect picture

E-LEARNING AND TECHNOLOGY IN CAREER DEVELOPMENT

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of why one must incorporate the use of technology in learning. User-friendly software and
hardware interactivity is what makes the worker that the 21st Century firm needs to achieve
its esteemed goals.
E-learning Reception at the Workplace
Batalla-Busquets, J. M., & Pacheco-Bernal, C. (2013). On-the-job E-learning: Workers'
Attitudes and Perceptions. The International Review of Research in Open and
Distributed Learning, 14(1), 4064.http://www.irrodl.org/index.php/irrodl/article/view/1304
This article stipulates the acceptance of e-learning for the on-job-training. It shows
how the employees get virtual training to enhance their creativity within modern
organizations. E-learning strategically invents a creative means that employees can use to
become the best in their workplaces. The contribution of this discussion distinguishes the
differences existing between face-to-face and virtual training of workers and the attitudes the
employees are due to accumulating in both the processes. The paper shows the advantages
that are prone to accrue as a result of knowing the opinions generated by the participating
agents. It is crucial that the firms know the trainees' attitudes on both traditional and
technological adventures...


Anonymous
Really great stuff, couldn't ask for more.

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