learning - Academic Conferences Limited

Peter Mkhize et al.
and align the vision and plan for learning in the organisational strategy, so that learning can be integrated
into the organisation’s daily activities. The author further suggests that eLearning should be
used to cultivate a culture of learning in the morning, and “do” in the afternoon.
Basically, organisational training has been at the heart of organisational development and performance
improvement, used to support skills acquisition and development for employees, and thereby
facilitating the shift from traditional (or old) methods to new methods of doing business (Taran 2006).
According to Alsultanny (2006), such training should be flexible in terms of place, time and pace, in
order to accommodate the different learning styles preferred by learners/employees from differing
educational backgrounds. This makes it necessary for an organisation to respond more quickly to the
demands of the knowledge-based global economy with an ever-growing demand for learning new
skills (Alsultanny 2006). eLearning could therefore contribute towards a solution to training problems –
which are related to flexibility and access to developmental training programmes, in supporting organisational
growth while sustaining productivity during training.
The learning process should therefore no longer be confined to lecture rooms or training rooms, as
long as the student or trainee has access to internet connectivity. This is affirmed by Hunter and Carr
(2002), who also argue that eLearning is easily accessible to those who have time constraints and are
thus unable to attend full-time, class-bound learning programmes.
Even though eLearning is gaining in popularity, Li et al. (2003) argue that it dehumanises the learning
process, because students or trainees do not come into contact with the facilitator, thereby losing a
sense of “belonging”. Meanwhile, Alsultanny (2006) points out the relevance and benefits of using
eLearning in the training programme, where eLearning can be reactionary in dealing with the skills
problems as they occur in a non-linear manner. Training programmes can then be accessible to employees
in times of need, or as the need arises, at the trainee’s own pace. This is in line with the underpinning
principles of eLearning as lifelong learning, flexibility of the learning process, collaborative
learning, and easy access to learning. These principles are discussed in the following section.
2.2 Lifelong learning
El-Khatib et al. (2003) reiterate the fact that the sustenance of the information economy is highly dependent
on lifelong learning. Organisations and employees have to keep on learning to survive the
revolutionary global competition and the explosion of information technology that incite the need to
acquire new skills, knowledge and training. The prevalence of technology in the dynamic information
economic conditions necessitates change in the workplace; likewise, skills have to be up to date (Bell
2007; Hunter and Carr 2002). This could means that employees have to improve their skills levels
with the latest skills, which are necessary to face the challenges of the new economic conditions and
demands.
Therefore, employees who want to be productive in their area of expertise must have access to training
or learning programmes that would allow for just-in-time and just-in-context learning, to address
the specific skills shortage. However, employers have to provide such an environment by investing in
eLearning-based training systems that will allow employees to learn as long as they still need to improve
their skills, thereby contributing to corporate intelligence (Cross 2004).
Lifelong learning has been a maturing topic over the years in Europe (Bell 2007; Asgharkani 2004), as
many organisations recognise the need to engage in ongoing learning. In order to realise the benefits
of lifelong learning, organisations utilise eLearning-based training programmes that are flexible
enough to accommodate personalised learning styles – unlike traditional training models (Cross and
Hamilton 2002). Fry (2001) affirms that lifelong learning is becoming the only way to survive the everchanging
global economy for organisations that want to sustain competitiveness and ascertain employees’
productivity. This is even more relevant where the knowledge and skills lifespan is rapidly
diminishing in the advent of new technology, which is then compelling organisations to change their
production methods (Abdul-Salam et al. 2006; Acton and Golden 2003). Employers have to provide a
lifelong learning environment that is timely, accessible and affordable for employees who want to upgrade
their skills and knowledge in order to successfully fulfill their job responsibilities (Wiegel 2002).
The eLearning model makes lifelong learning possible, as it is one of the intertwined underpinning
principles of eLearning. Again, lifelong learning is more effective in a collaborative learning environment
– which is discussed in the following section.
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