Characteristics Of E-Learning

E-learning focuses on the acquisition and distribution of knowledge through electronic media (Rosenberg, 2001). Today, organizations are expanding rapidly, enlisting employees from different cultural backgrounds and varying educational levels. E-learning can be used to ensure that the global training and learning needs of their workforce are addressed in a flexible, accessible and cost effective manner (CLMS, M3 U4). Studies have shown that successful e-learning programs are those that are implemented in an environment that is open to the transformation of organizational thinking, culture and behavior in order to create a system that supports the learning needs of the organization and its employees (Illeris, 2011). Thus, adult learning practices

Ravenscroft (2004) argues that cognitive and behaviorist learning theories are focused on the individual and tend to disregard the social aspects of learning. They posit that workplace learning is driven by social relationships and interactions moderated by cultural norms. Some of the theories that promote better understanding of workplace learning are related to adult learning and organizational learning. Adult Learners are practical, autonomous, goal-oriented and are actively involved in the identification and fulfillment of their learning needs (Merriam and Bierema, 2013). E-Learning programs can support these characteristics, strengthen the learning process and motivate employees to learn by prioritizing self-directed learning, clearly outlining the objectives and benefits of the program and incorporating problem solving tasks based on real work situations (Poell and Woerkom, 2011). Adult learning theories focus on critical reflection based on prior experience and knowledge in order to create new meaning and promote transformative learning (Malloch et al., 2010). They also encourage flexible delivery and ease of access to information and discussions in order to give learners greater control over the learning process (Merriam and Bierema, 2013). Overall, these theories support workplace learning by stimulating employee

Communities of practice can be comprised of individuals from various cultures and industries with different levels of expertise. They provide members with the opportunity to form their own identities and share work practices in order to build new avenues of communication and develop fresh perspectives (Goggins, Jahnke and Wulf, 2013). New technologies can help the formation of ‘virtual’ communities of practice, and employees can gain access to experts from across the world (Thorpe and Gordon, 2012). For example, SBC Pacific Bell has built an online community for over two thousand of their affiliates who help promote and sell SBC's telecommunications services (Fairchild, 2004). These partners enhance their clients' telecom packages with SBC’s services and therefore require up-to-date sales and technical support. The online community established by SBC augments the training provided to its affiliates as it ensures that all partners can easily access the latest information, discuss concerns, connect with experts as well as share best practices (Fairchild, 2004). These communities make use of interactive software such as wikis, bulletin boards, discussion forums and chats to help employees articulate their understanding of the particulars thereby making tacit knowledge explicit and allowing them to