Editorial

Citation

Dodds, B. and Smith, B. (2002), "Editorial", Industrial and Commercial Training, Vol. 34 No. 2. https://doi.org/10.1108/ict.2002.03734baa.001

Editorial

A theme which recurs throughout this special issue is the dynamic nature of e-learning and the whole context in which it is being applied. We are still at a relatively early stage in the e-learning "product life cycle" – there is confusion amongst many about what we understand by it. However, we recognize that it is moving forward rapidly and we wish to get on board, even if the ride is somewhat turbulent.

Survey information is becoming available, which illustrates the practical benefits to be obtained and giving insight into the ramifications of the anticipated increasing rapid growth. This special issue illustrates how the support and achievement of "life-long" learning on an individual and organizational basis are taking a major step forward and that this is recognized as a key factor for success in the global economy.

The role of the trainer/learning facilitator continues to be pivotal in the process. The tools and technology may be changing rapidly, but the know-how and skills for helping others to learn continue to be critical for the process. It is therefore timely to review the current state of developments and prepare for the future.

The contributors provide varied and different insights into the practical application and support of e-learning.

The article "E-learning: research and applications" by Gunasekaran et al. establishes the recent historic context and an overall framework for reviewing e-learning in educational organizations and the public and private sectors. A definition and clarification of the constituent parts of e-learning are provided, together with a conceptual framework and the main advantages, before moving on to illustrate the uses of e-learning in practice. The importance of recognizing and taking into consideration the differences in learning style preferences and of providing appropriate learning support services and teaching processes is emphasized. Useful summaries are offered, suggesting e-learning strategies across differing areas of application in industry, the arts and science.

"Is e-learning delivering ROI?" is the question posed by Kevin Young in reviewing the findings from his major e-learning benchmark study on the status of e-learning in UK organizations. The study establishes how e-learning has developed over the last year, and how it is predicted to develop over the next two to three years. Whilst there are sector differences, with IT/telecoms as the earliest adopters, in all sectors considerable growth is predicted.

Although e-learning applications are typically seen to favour knowledge rather than soft skills development, the latter is growing significantly, with again predictions of rapid growth. Cost-effectiveness is seen as the key driver for implementation of e-learning, with implementation across multiple sites as another key driver; both also being reflected as benefits. Moreover, e-learning is seen to be delivering significant business benefits and ROI, whilst having a positive impact on staff efficiency and on critical business processes.

Comparative survey information with US organizations, which are typically seen to be 18 months ahead in respect of implementation, indicates that the potential benefits of e-learning are considerable and far-reaching.

In "Demystifying e-learning standards" Harvi Singh and Chris Reed address the important area of standards and specifications; deemed to be vital in e-learning, with its rapid pace of development and fragmented activities. An understanding is provided of the key groupings which are driving standards and specifications initiatives, and of the complexities involved. In designing and implementing e-learning, specific and significant capabilities are identified. Stress is placed on how vital it is for designers/implementers to understand e-learning standards and how applicable they are to their own situations. The benefits which can be realised from a long-term strategy with clear standards are highlighted. It is argued that the widespread adoption of a set of learning standards will be a critical turning-point for e-learning and will mark the inflection point of dramatic growth for the industry. A vision of e-learning being woven seamlessly into the texture of daily work is presented.

In "Learning enters the boardroom: making the connection between strategy and enterprise-wide learning", Paul Henry provides insights and examples of how e-learning can help turn business strategy into business reality by enabling people throughout the whole organization to understand "big picture" goals and contribute to the implementation of major strategic initiatives. The benefits to be obtained by accelerating the learning process and significantly reducing the time required for developing and launching new products and services are illustrated using recent case experiences: also how e-learning can contribute to business transformation by empowering people with the knowledge and skills to achieve business results.

The practical case study "E-learning in support of induction training at De Lage Landen" by Bob Dodds and Marjan Verest illustrates how the induction process for new staff in a rapidly developing international financial services company is made faster and more effective by applying the capabilities of the company intranet. The benefits obtained are described from the perspective of the new employees and for human resource management. As operational staff may initially find it difficult to envisage how the new Web-based training will function, the authors illustrate the approach they adopted, early in the development process, of visualizing and demonstrating the interactive nature of the planned e-learning induction process in order to clarify and agree operational requirements.

In "Harnessing learning technology to succeed in business" Bob Little explores the development of learning management systems (LMSs) and their purpose in helping to enable effective learning processes within an organization. It focuses on a market leader, Pathlore, in describing how an effective learning process can be achieved for individuals and organizations by the application of LMSs. Insights into the historical background and computer mainframe predecessors of e-learning are illustrated. In highlighting many of the benefits, it also points up possible directions for further developments in e-learning.

In "E-learning and how to survive it" Richard Halkett highlights the opportunity of producing learning experiences which are tailored to individual strengths and learning styles, whilst also acknowledging the need for more skilled educators/trainers to apply the new tools effectively, so that different and diverse outcomes can be achieved. Moreover, the continuing importance of the educator/trainer role is strongly endorsed. The article also stresses the importance of not outsourcing training brainpower and, when using providers of technology, it is vital not to be controlled by the technology. A strong "call to action" is proposed.

A challenge to the designers of e-learning experiences is to ensure that all four elements in the learning cycle model (Kolb) are catered for, which may require other learning methods in support, i.e. blended learning.

Some of our authors have identified the importance of learning styles; designers should try to build in sufficient flexibility to deliver effective e-learning in line with individuals' learning styles preferences. This is likely to be a key criterion which will distinguish the best of e-learning providers.

It is timely to review the infrastructure and services which support e-learners: what will be the appropriate mix of learning material and support services which will be required in your organization? What gaps may exist? The article by Gunesekaran et al. provides some useful check-lists.

Bob Dodds and Bryan SmithGuest Editors