I became interested in E-Learning systems after noticing that they were sometimes designed, developed and maintained by people without a background in education or learning sciences. As organizations are increasing their focus and resources towards developing e-learning methods (Johnson, R.D., Gueutal, H., Falbe, C.M. 2009, p.545) I realised the risk of ill-designed E-Learning systems resulting in poor learner engagement may also increase. My research focus therefore examines which E-Learning system features are the most effective in achieving specific organisational objectives whilst maintaining learner engagement.
My study proposes to examine one telecommunications retail provider, examine its current E-Learning system and propose improvements to the system. The telecommunication retail sector in Australia is represented by organizations such as Vodafone, Telstra Optus and Virgin Mobile. These organizations operate both online and traditional brick & mortar mobile phone retail stores that employ staff to sell mobile phone devices and connect customers to their telecommunications networks. The rate of change in this competitive sector is quite rapid as new mobile devices, promotions and mobile plans are introduced each month.
2. Literature Review Conceptualisation
Constructivist Theory
From a broad perspective my research will be based on the constructivist theory of learning and instruction, in particular the work of Piaget, Vygotsky and Dewey who all recognized that understanding how thoughts are formed is key to understanding what counts as knowledge (Sawyer, 2006, p.137). Theoretical contributions to constructivism in my research will be centered on the theories of situated learning such as those of Greeno which emphasize the importance of knowledge presented in an authentic context, such as an E-Learning system located within a retail store that simulates mobile phone features or authentic customer interaction. Situated Learning also emphasizes the fact that learning requires social interaction and collaboration, features which are now available in many E-Learning systems.
Cognitive Apprenticeship
Brown, Collins & Duguid (1989) further developed Situated Learning theory by emphasizing the idea of cognitive apprenticeship which supports learning in a domain by enabling students to acquire, develop, and use cognitive tools in authentic domain activity. Questions arise as to the limitations of E-Learning system features, and whether successful online cognitive apprenticeship can be achieved through system features that simulate real mentors. Tisdale (2001) studied cognitive apprenticeship in a reading activity between a college student and child and noted the crucial importance of interpersonal relationships and their context in the success of effective learning. At this stage E-Learning systems are limited in not being able to totally replace the complex interactions we experience between humans; however E-Learning system features are able to effectively facilitate these interactions between humans, such as through voice and video functionality.
Which Papers to Include and which to Exclude?
Kirkpatrick (1979) identified four areas to examine when evaluating training programs. These include measuring trainee reaction to the training program, techniques to measure learning, measuring the application of knowledge through one’s behaviour and measuring training program desired results. It can be argued that Kirkpatrick’s tools may be outdated when applied to modern E-Learning system training. This doesn’t mean that papers such as Kirkpatrick’s have no value. By evaluating and merging relevant features of Kirkpatrick’s (1979) training evaluation tools with Johnson’s (2009) study of individual learner and technology characteristics, a hybrid tool may emerge to examine E-learning system features through two viable viewpoints.
3. Useful References
Johnson, R.D., Gueutal, H. & Falbe, C.M. (2009) Technology, trainees, metacognitive activity and e-learning effectiveness. Journal of Managerial Psychology, Volume 24, Issue 6, p.p. 545-566. Accessed 9 Aug 2010: www.emeraldinsight.com/10.1108/02683940910974125
- The purpose of this paper is to integrate previous research findings on the factors which affect e-learning effectiveness. It would be interesting to try to replicate the methodology with Telecommunications staff or to merge the tools used in this study with others.
Kirkpatrick, D. L. (1979) Techniques for Evaluating Training Programs. Training & Development Journal; Feb77, Vol. 31 Issue 2, p22, 4p. Accessed 9 Aug 2010: http://ezproxy.library.usyd.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=9067458&site=ehost-live
- This article examines evaluating training effectiveness. Though now dated, it would be interesting to merge relevant features of the tools used in this study with other more curent tools.
Sawyer, R.K. (2006) The Cambridge Handbook of the Learning Sciences. Cambridge University Press, New York.
- Classic text useful for an introduction to the learning sciences and relevant theory.
Brown, J.S. Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Accessed 10 Aug 2010: http://www.jstor.org/stable/1176008
- Useful article examining cognitive apprenticeship.
Tisdale, K. (2001) Dissention and distress in a cognitive apprenticeship in reading. Reading Research and Instruction. Fall 2001. Vol. 41, Iss. 1; p. 51 (32 pages). Accessed 10 Aug 2010: http://ezproxy.library.usyd.edu.au/login?url=http://proquest.umi.com/pqdweb?did=109677735&sid=2&Fmt=3&clientId=16331&RQT=309&VName=PQD
- Interesting article examining the application of cognitive apprenticeship and the importance of interpersonal relationships in achieving effective learning.
Zhang, D., Zhao, J.L., Zhou, L., Nunamaker, J.F. (2004), Can e-learning replace classroom learning?, Communications of the ACM, Vol. 47 No.5, pp.75-9. Accessed 10 Aug 2010: http://doi.acm.org/10.1145/986213.986216
- Examines factors that potentially influence E-Learning effectiveness
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