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
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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.
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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
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(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
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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
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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
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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
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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
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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
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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.
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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
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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
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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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