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Article
Publication date: 1 July 2005

Consuelo L. Waight and Barbara L. Stewart

To investigate how the adult learner is valued in e‐learning corporate settings.

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Abstract

Purpose

To investigate how the adult learner is valued in e‐learning corporate settings.

Design/methodology/approach

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Findings

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

Research limitations/implications

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

Practical implications

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Originality/value

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 1 July 2005

Consuelo L. Waight and Barbara L. Stewart

To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e‐learning.

5222

Abstract

Purpose

To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e‐learning.

Design/methodology/approach

A literature review was conducted to identify the championing factors, antecedents, and moderators that can assist teams in designing e‐learning that values the adult learner. A conceptual model was designed based on the identified factors. The paper provides a description of each factor and provides insight on how the championing factors, antecedents, and moderators are interdependent in valuing the adult learner.

Findings

Engagement, learning, and transfer are major outcomes that can be achieved via e‐learning if desirable championing factors, antecedents, and moderators are adhered. Championing factors include leadership, learning culture, technology infrastructure, and finance. Influencing antecedents include needs assessment, learning analysis, work setting analysis, work analysis, content analysis, and task analysis. Moderators include return on investment, learning theory application, technology, and creativity.

Practical implications

The antecedents, moderators, and outcomes discussed reflect a conceptual model that can be used to guide e‐learning teams in their attempts to value adult learners in their e‐learning designs.

Originality/value

While educational theorists and practitioners have provided a body of literature related to valuing adults in school settings, little investigation has been done in corporate contexts. This conceptual model is important to e‐learning teams within corporate settings as it provides an opportunity for critical reflection on how the adult learner can be valued in their e‐learning efforts.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

Available. Content available
Article
Publication date: 1 January 2008

1234

Abstract

Details

Management Research News, vol. 31 no. 1
Type: Research Article
ISSN: 0140-9174

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