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"In today's economy the most important resource is no longer labour, capital or land - it is knowledge." Peter Drucker |
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[Learning] learn-ing n. the acquiring of knowledge or skill
In this section we take a brief look at the acquisition of knowledge and its application - the whole processes of learning. Here we shall draw on the words and wisdom of commentators like Alvin Toffler and Eric Hoffer, on academics such as Reginald Revans and David Kolb and on a practitioner or two including Senge, who perhaps sums up the sheer wonder of learning in the following :
Peter M Senge "The Fifth Discipline", 1990, Pg 14 Today in the 21st century we have a wonderful array of technologies and knowledge/learning platforms that are going to make it easier and cheaper for those who want to learn to do just that. The Internet and Intranets are spawning whole new approaches to "distance" learning - providing not just data and information but knowledge and the mechanisms and the media that help people to learn. The knowledge-revolution is leading us towards a new future where people can learn through an ever-widening array of learning methods, where traditional learning - from books and from teachers in the classroom - can be either augmented or even replaced by "electronic" learning, learning using new channels such as the Internet or corporate Intranets, or at "learning centres" or even using our TV s, our Video Recorders, our DVD players. Alvin Toffler has been shocking us for over thirty years through books such as "Future Shock" and "Third Wave". In his '90s book "War and Anti-War" he examines some of the consequences of the Digital or On-Line revolution. But it was in "Future Shock", published in 1970, that he announced that no longer will mere literacy be sufficient in a Society that is becoming increasingly "wired". "The ability to learn, un-learn and re-learn will be a defining skill in the 21st Century," he said and today we can see how this is true. Eric Hoffer reckons that "in times of profound change, it is the learners who will inherit the earth while the learned," he says, "find themselves beautifully equipped to deal with a world that no longer exists." Knowledge workers" are the fastest growing employee groups and with modern technologies and tele-communications there is the very real capability for people to learn at home, to learn "on the move". No longer is it necessary to attend a College or a University to undertake learning. More and more learning programmes, learning materials are being offered via the Internet or on Cd-Rom or DVD. But people still need to apply the knowledge they have gained if it is to be used to real advantage: Reginald Revans was, in the 1960s and 70s, a pioneering advocate of what he termed "Action Learning": "Learning
by Doing" he recognised enables human beings to develop know how
and know why at the same time - from working, either alone or
with others, and doing practical things, being allowed to make
mistakes and learn from them. His theories developed out of key
research fit well with the Learning Cycle developed by
David Kolb and others.
Daniel H. Kim's learning "wheel" shows how the knowledge (the "know-why") that we gain as part of the learning process can be converted to "know-how" through the practical application and testing of theories and ideas. We do this as we go through the continuing 'cycle of learning'. We
store in our brains' memory banks both the 'know-whys' and the
'know-hows' that we assimilate via multiple turns of the 'learning
wheel'. As we progress through life we accumulate information
and we develop assumptions, notions, ideas, theories about how
the world and the creatures and objects that are in it work. Gurus
call these assumptions, notions, ideas and theories our "mental
models". "They represent our unique view of the world and our
assessment of the consequences that are likely to flow from any
given action we might take." (The "Guru Guide", Boyett/Boyett)
There is compelling research to show that the most important learning for adults occurs "on the job", rather than "in the classroom", that the most effective learning is "social" and "active", not "individual" or "passive". And that the most important things that people learn aren't explicit rules, procedures, policies of the workplace but the "tacit stuff found in the rich, nourishing soup of intuition, judgement, expertise and common sense that is embedded in the seeming chaos of day-to-day activity". David Kolb's research, is perhaps best known for defining what is called a "learning cycle" which has also been described in various forms by several "gurus" including John Dewey, W. Edwards Deming, and Charles Handy.
The
learning cycle shows how the processes of learning can add to
people's knowledge and beliefs, how it can affect their actions
and their behaviours. The cycle shows how typically some kind
of "concrete learning experience" is followed by a process
of reflecting on that experience and then some abstract
conceptualisation (thinking, using the new knowledge and its
relevance to our current "view of the world") - which in turn
leads to some form of active experimentation i.e trying
out that which has been learned, applying the "know-why" that
has been gained so that it becomes "know-how". In this way we
discover how to test and use the knowledge we have gained (e.g.
by creating something or by solving a problem, making a decision
etc.) For more on Kolb and The Learning Cycle click
here
During the 1980s and '90s there was significant movement by an increasing number of organisations to provide not just conventional "training" but also to provide environments that encouraged employees to "learn" through a variety of methods and media. Garvin attempted to define what we now know as the "learning organisation" back in the late '80s : "A learning organisation is an organisation skilled at creating, acquiring and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights." To which he added "Without accompanying changes in the way that work gets done, only the potential for improvement exists." What Garvin didn't state explicitly, but was perhaps implicit in his words, was the involvement of individuals in the whole organisational learning process. Peter
Senge, author of the Fifth Discipline (1990) wrote "Sharing
knowledge is not about giving people something, or getting something
from them. That is only valid for information sharing. Sharing
knowledge occurs when people are genuinely interested in helping
one another develop new capacities for action; it is about creating
learning processes." Stimulated by a programme called "Investors in People" introduced in the UK during the mid-late '80s by specially set up, government funded "Training and Enterprise Councils"*, more and more organisations, large and small, began to recognise the benefit to them of encouraging their people to learn new skills, acquire new work-relevant knowledge. They were encouraged to become "learning organisations". The spirit of the programme, which was surprisingly flexible for a Government-sponsored initiative (a set of 'Guidelines' that organisations are encouraged to adopt, rather than a rigorous compliance 'Standard'), was to provide a framework that encouraged Employers to "invest" in their people - to treat their work-forces as assets which could be nurtured, developed, maintained by "opening their minds" to the overall benefits - to them as individuals and also to the organisation for which they worked - of continuous learning. In this latter respect an accent also on developing team-work within organisations reflected the known success of programmes/methods imported from Japan where the highly successful "kaizen" ("continuous improvement") focused on regular team meetings and the involvement of individuals in teams to think about the work-place, to "brain-storm" practical and production problems, to design and present to management their own solutions. Many firms in the UK - especially in the manufacturing sectors - adopted these techniques during the 1980s and early '90s and found very significant improvements in organisational and operational effectiveness could result. *(From
April 2001 Training & Enterprise Councils were re-organised and
re-launched as Learning & Skills Councils.) For more on Investors
in People visit www.iipuk.co.uk This form of learning came into general use in the '50s and '60s and was used to describe any form of learning that didn't rely on face-to-face "teaching" - typically it was conducted by "correspondence" - by mail - with the student learning primarily from books and exercises and then submitting assignments to Tutors who would mark them and advise the results and make comments, also by mail. Much of this type of learning was undertaken in conjunction with the need for individuals to undertake vocational and professional development in order to progress their chosen careers and work responsibilities. Sometimes, but not often, telephone contact between student and tutor would be used to deal with queries and questions. In the '70s and '80s this type of distance-learning began to include audio and then video cassettes; these provided not only commentary and "teaching" but also "case studies" and practical examples - interviews with people who were "experts" or "specialists" or with people who had "been there and done it". It was in the 1970s that in the UK the "Open University" (OU) www.open.ac.uk opened for business. Formed by Royal Charter in 1969 this was a government-backed initiative to "open-up" education, to ease access to learning and personal and career development to people who were unable for a variety of reasons (age, disability, work/personal commitments) to attend Colleges or Universities. In the early days it used "correspondence" as its underlying method of communication between student and tutors but was ground-breaking in that it used the British Broadcasting Corporation's (BBC) Television and Radio channels to deliver specially developed learning materials. In further time, the 1980's, computers started to be used to support learning, with programmes being specially designed and then shipped on "disks" for use on the learner's computer. This became known as Computer Based Training (CBT) and early versions were little more than simple 'books-on-a-screen' packages that were accompanied by simple text-based questions, normally offered on a multiple-choice selection basis. Lacking any real degree of user inter-action, these early versions proved neither particularly effective nor popular with learners or HR/Training managers and led to the concern that Computer Based Training would take the 'human touch' away from training delivery. It was in the 1980s that the Netherlands-based Philips company developed special large disk formats which required separate "players" to enable their use; these used audio and video to enhance the learning experiences and whilst many organisations tried them again many learners and HR managers felt the learning was still too structured; they lacked the personal student-tutor relationships that enabled questioning and discussion that can re-inforce learning, and its application. Companies such as Video-Arts in the UK began to market video-based training - this often based on what has since become known as "edu-tainment" - the use of drama, often humour, and specially developed "scenarios" to put across key practical learning points on business subjects such as How to use the Telephone, Customer Service, The Art of Negotiation etc. It was in the late 1980s that there was an emergence of specially-designed CBT courses, programmes, packages that used a mix of audio, video, computer graphics and numerous inter-active learning devices to provide learning across a wide range of subjects - from technical and legal to an increasing number of business-related subjects, including Sales and Marketing, Operations Management and Logistics, Business Strategy etc. Companies
such as Video-Arts and Xebec (see below) were at the fore-front
of these new integrated variants and began to enhance and expand
these in the early 1990s when CD-Roms emerged and were able to
carry much, much more information and learning material on a single
digital disk. But it was with the invention of the Internet in
1989 that people started to see the real possibilities of delivering
knowledge and learning "on-line" and soon came the advent of what
we now know as "e" (for electronic) learning. The expression e-Learning was not coined until the early 1990s when Universities, College and a number of specialist firms started to harness the twin powers of the Internet and E-mail to provide "on-line" learning programmes and materials that will certainly in the 21st century revolutionise the whole delivery of learning.
e-Learning (the "e" means "electronic") is the delivery and/or management of training or learning using computers. The delivery process may involve a corporate Intranet, the Internet, an internal network, CD-ROMs or other electronic media, often a mixture of several of these. Increasingly it is carried out at the "desktop" - on work-based computers - or in specially designed learning centres but also, increasingly, from people's homes (by the end of 2001 45% of UK homes had access to the Internet). In 2002 there is a very large and increasing number of "providers" of e-learning materials and programmes. These range from Universities and Colleges to large commercial international publishing houses such as Pearson Group and McGraw Hill to smaller, specialist e-publishing firms that specialise in discrete niches of the overall e-learning markets. Today people are increasingly recognising that there is considerable overlap between "knowledge" systems and "e-learning" systems, one of the key "bridges" between the two being "content".
It has to be said that currently the quality and effectiveness of e-Learning materials varies tremendously but today's leading edge e-learning programmes consist of visually compelling learning media that includes animation, video, simulated workplace scenarios and a challenging, fully interactive narration that is synthesised with increasingly sophisticated inter-active devices that ensure the learner "engages" with the learning package, that the learning is re-inforced through practical application of the knowledge being gained. A good example of a specialist provider is Creative Learning Media a UK-based company that specialises in the design and development of multimedia based training packages for the food and hospitality industries whose programmes are instructionally designed to promote the smooth operation of the three key phases of human information processing - attention, comprehension and retention/recall. Pre-training assessments enable each learner to receive individually tailored tutorials, which precisely target specific knowledge gaps, increasing learning effectiveness and significantly reducing the average time needed to accomplish each learning goal. There are also a smaller number of e-Learning aggregators, firms that package e-Learning materials and frequently provide delivery solutions such as learning centres, learning hubs and corporate Intranets that meet particular client needs. Such an organisation is Learning Resources International www.lri.co.uk whose acclaimed Development Zone TM integrates orgnaisational learning facilities (self-contained learning zones where videos, audio tapes, Cd-Roms can be played) with access to Internet/Intranet (on-line) based learning materials. There are also a growing number of groups of organisations that specialise in the provision of Knowledge/Content Management systems and e-Learning systems respectively. The former focus, as their names/sector suggest, on platforms that provide a multitude of types of content (much of it "information" but also "knowledge") whilst the latter focus particularly on "learning" aspects i.e. delivering information and knowledge in ways that help populations of learners to learn. The latter moves us towards the dissemination of knowledge in ever-more innovative ways that facilitate the processes of learning. An example of a well-developed Content Management company is MediaFish, part of the Fisher Group of Companies whose products and services can be reviewed at www.mediafish.net A UK "knowledge" organisation that offers traditional offerings of "knowledge" (much of it books converted for delivery on a screen to students around the world) designed for particular types and groups of "students" (e.g BTEC, Degree, Masters) is the Open Learning Company www.openlearningcompany.com An example of a leading-edge e-learning development company that uses "learning objects" as components of sophisticated Learning Management Systesms is XoR/Xtensis whose products and services can be reviewed at www.xor.ltd.uk Today's e-learning programmes are increasingly being designed to combine strategically and seamlessly with traditional training methods. Far from taking away the human touch, they can make the time invested in recruitment, on-the-job coaching and classroom style training even more productive. Is e-learning working ?
The above extracts from recent surveys by professional bodies either side of the Atlantic give us some strong steers as to the answer to this question. It is 'early days' yet in 'e-learning land' and many early efforts by Providers have fallen well short of the mark; it can be said, however, that there would inevitably be a steep 'learning curve' for those providers - and those learners - who were 'early adopters' of these new technologies, these new ways of learning : From Universities and Academics who rushed simply to put lecture notes and text books on the Internet to commercial providers who used various combinations of video, graphics, simulations and 'edu-tainment' to try to create popular and attractive learning products and packages, a very large number of early efforts have either failed - or failed to realise anything like the numbers of users of their new products and services they had projected. In March 2002 a major provider of a wide range of inter-active e-learning products (Xebec, part of McGraw Hill Publishers) withdrew entirely from the UK e-learning markets - this company, to many a well-respected and towards-the-leading edge provider of a wide range of learning packages, including many IT and management modules, had invested many millions of pounds in its internet/Intranet delivery structures but quite simply had failed to achieve the volumes of users and income needed to support the venture through its development stages. This was an example of a high-profile commercial Provider failing to develop volume markets with a sophisticated range of e-learning products and delivery mechanisms. An example of a "provider" who does seem to have got it right, and has been developing steadily with distance and e-learning over the last decade, is Henley Management College. They now have over 8,000 MBA and other students world-wide who avail of their Internet delivered services and who use the 'web' for submission of assignments and for support and encouragement from their assigned tutors. But one point to note - and this we feel is important - is that Henley are strong on support - both technical and tutorial; they also ensure that students attend one or other (sometimes several) of their many world-wide centres for workshops and development sessions - thereby overcoming some of the potential 'remoteness' of being a 'e-learner'; recognising the need for peer as well as tutor support Henley work hard to get, and keep, their e-learners involved, 'Blended' Learning All this leads us to consider the key drivers and requirements/conditions for the development of successful e-learning. Our own feelings are that what is being called "blended" learning (a synthesis of e-learning with other more traditional methods) is going to be part of the 'transition' towards full-blooded e-learning. For us the successful integration of e-learning into modern systems and delivery is as much, if not more, about managing change, about encouraging and supporting people through change, rather than simply forcing through new technologies. Providers need to fully understand learner needs and to develop content and delivery systems that fully meet and support those needs rather than drive or dominate them :
Yes, longer-term e-learning provides opportunities to significantly reduce costs of providing learning but as a recent article in 'People Management' explains it needs fundamentally to be 'learner-centred', to provide appropriate support and to be fully cognisant of learner preferences, learning styles, learner needs. An example of an e-learning course run by a UK University that incorporates a 'blend' of delivery styles and learning methods is the 'Certificate in Digital Entrepreneurship' being operated by City University, London. This can be classified as a mainly on-line learning programme but with considerable peer and tutor support. Running over 14 weeks all participants (basically the owners and budding owners of small and medium-sized businesses) start together with a full-day workshop where great emphasis is placed on relationships and mutual support. The on-line delivery is via 'WebCT' which provides mail, discussion and 'chat' areas as well as carrying the specially designed course content that the students use - largely in a 'linear' fashion - as the programme progresses. Students attend three full-day Workshops in all at key points in the 14-week programme. There are assignments and a final deliverable - an E-Business Plan which has to be both written and presented in Powerpoint - but again much of the emphasis is on peer support. A novel feature is 'Peer review' via which students assess and comment upon each other's work. A true 'action-learning' approach! There are tutors and 'mentors' available to help students with their queries, questions and general information/support needs. This
certainly seems like 'blended' learning and Knowledge College
will be able to monitor and comment upon its effectiveness as
Martyn of Managing Transitions and Tariq of The Zeppelin Company
are participants in the first of these fully-accredited courses
that started on 30th April 2002. Learner-centred Learning It is useful here to take a look at the whole subject of learner-centred learning (Andragogy) as opposed to traditional teacher-centred learning (pedagogy) for this will take us to the very heart of the debate about e-learning :
Teaching and Learning When we consider the whole subject of "Education" we find ourselves thinking about the difference between teaching and learning. "Teachers teach" and "learners learn" people still say because that is the traditional model for delivery of education over recent centuries. Pedagogy lies at the heart of this traditional approach and, as can be seen from the definition above, means literally the art and science of educating children. Over recent decades the wider definition has however relaxed the emphasis on teaching children but maintains its fundamental focus on "teacher-directed" education. Teachers take responsibility for deciding what will be learned, how it will be learned and when it will be learned. In an attempt to formulate a comprehensive adult learning theory, Malcolm Knowles, in 1973, published the book "The Adult Learner: A Neglected Species". Building on the earlier work of Lindeman, Knowles asserted that adults require certain conditions to learn. He borrowed the term andragogy to define and explain these conditions. Andragogy, initially defined as ``the art and science of helping adults learn," has taken on a broader meaning since Knowles' first edition. The term currently defines an alternative to pedagogy and refers to learner-focused education for people of all ages. The key point is that andragogy focuses on the learner, rather than the teacher. The andragogic model asserts that five issues be considered and addressed in formal learning. They include (1) letting learners know why something is important to learn, (2) showing learners how to direct themselves through information, (3) relating the topic to the learners' experiences. In addition (4) people will not learn until they are ready and motivated to learn. Often this (5) requires helping them overcome inhibitions, behaviours, and beliefs about learning. Andragogy
is often cited in education texts as "the way adults learn"
but Knowles acknowledges that four of andragogy's five key assumptions
apply equally to adults and children. The sole difference is that
children have fewer experiences and pre-established beliefs than
adults and thus have less to relate to.
Many say that postponing or suppressing moves towards learner-centred
education will slow our ability to benefit from new technologies
and gain competitive advantage. But there are very large cultural
and human factors to be taken into account if this very large
transition, this fundamental change in both emphasis and delivery,
is to be effected. e-Learning Futures As we move to close our deliberations about e-learning, about its emergence, about its potential in the overall and changing fields of learning generally, about its delivery and its challenges, it will be useful to "take a look into the future", to consider some "scenarios" that show where e-learning might be, what it might look like in the year 2010 (the year Peter Drucker reckons nine out of ten of us will have become 'knowledge workers'). To do this we are using some recent work by Gilly Salmon of the Open University, who quite controversially, quite challengingly, quite entertainingly - but also quite seriously - has developed four possible Scenarios, four "futures" for e-learning. Each is based on an imaginary planet and we think that together these Scenarios will help us consider where e-learning should be going - and where we might want it to "get to" :
On the planet Contenteous, e-learning is driven by content and is very dependent upon high-technology, especially high band-width, at the core of a number of delivery systems; this style of e-learning is closely related to entertainment and incorporates devices and media such as Cd-Roms, DVDs, TV. Learner support tends to be incorporated into the delivery systems and be highly technology driven. On the planet Instantis the e-learning emphasis is on total access, 24 x 7 x 365, uses the merging "learning objects" technologies and standards to deliver "just-in-time" learning where learners can access what they need, what they want to know - just when they want it. E-moderators (on-line tutors) are a key feature of learning on Instantis where learning support is provided either synchronously (at the same time) or asynchronously (delayed e.g using e-mail or voice-mail enquiries and responses) by tutors and specialists/experts who themselves are 'on-line' and 'available'. On the planet Nomadict learning is highly mobile - it depends on leading-edge mobile communications to deliver learning whenever and wherever the learner wants it - so much so that e-learning becomes "m" (for mobile)- learning. Receivers are built into clothing, telephones, PDAs and the like. It is literally learning 'on-the-move', learning in"bite-size chunks". On planet Caffelaittia we find learning is centred around 'learning communities' and is highly learner-centred; it is very dependent upon the inter-action of many people - including e-moderators and e-tutors - and many channels, many ways of learning - all synthesised into one very broad blend of delivery and support methods that "transcend the bounds of time and space". On Cafelattia technology is merely a contributing delivery platform and - more importantly - a 'mediating device' that 'enables' learners and learning providers and tutors - enables them to participate, tap into the benefits of e-learning. Technology doesn't dominate on Cafelattia, it is used as an 'enabler' to open up new markets, deliver to new user groups, to widen access and participation.
e-Learning in 2010 Of
the Scenarios detailed above, the one we arrive at by 2010 will,
we hope, show many of the characteristics of what Gilly Salmon
calls Planet 'Cafelattia'. So how might we get to these new, more mature, more effective learning scenarios? What will take us there? A growing number of today's leading edge e-learning programmes already consist of visually compelling learning media including animation, video, simulated workplace environments and a challenging, fully interactive narration. But they require high-bandwidth to carry this material and provision/take-up in the UK has so far been slow. Learning designers are themselves learning - learning from the mistakes of the past. They are taking greater notice of learner needs; they are also providing learner assessment and diagnostic tools to help learners decide what it is they need to learn - and how. Providers
continue to demand broader bandwidth availability so that they
can transmit more material (including full audio and video) more
efficiently, more quickly; at last the tele-comms providers are
beginning to respond. Importantly, today more and more programmes
are being "instructionally designed" to promote the
smooth operation of the three key phases of human information
processing - attention, comprehension and retention/recall. Pre-training
assessments and diagnostics can enable learners to receive individually
tailored tutorials, which target specific knowledge gaps, thereby
increasing learning effectiveness and significantly reducing the
average time needed to accomplish each learning goal. This is
where 'learning objects' technologies based on learning taxonomies
can certainly assist. For
a Report (Aug 2000) on how firms are now using e-Learning visit
For a January 2002 review of e-learning refer to : A
Smarter Frankenstein: The Merging of E-Learning and Knowledge
Management By Tom Barron
Eric Hoffer
Richard Bach (1977), Illusions: The Adventures of a Reluctant Messiah
Paul
Strassmann, The Squandered Computer There are many and varied definitions of e-learning; here are just a small selection : An umbrella term for providing computer instruction (courseware) online over the public Internet, private distance learning networks or inhouse via an intranet. Tech-Cyclopedia e-Learning is the use of network technology to design, deliver, select, administer, and extend learning. - Elliott Masie, The Masie Center e-Learning is the effective learning process created by combining digitally delivered content with (learning) support and services. Open and Distance Learning Quality Council We define e-Learning companies as those that leverage various Internet and Web technologies to create, enable, deliver, and/or facilitate lifelong learning. - Robert Peterson, Piper Jaffray e-Learning is Internet-enabled learning. Components can include content delivery in multiple formats, management of the learning experience, and a networked community of learners, content developers and experts. e-Learning provides faster learning at reduced costs, increased access to learning, and clear accountability for all participants in the learning process. In today's fast-paced culture, organizations that implement e-Learning provide their work force with the ability to turn change into an advantage. - Cisco Systems 
e-Learning (the generic term for training/learning delivered using internet technologies) does not change the way people learn or the way we teach them. But e-Learning does change the economics and capabilities of delivering training. e-learning makes it easier and less expensive to produce learning experiences for people at a distance. e-learning lets people learn where and when they need training. e-learning can improve learning by exposing learners to real-world examples and cases, by encouraging reflection instead of mere reaction, and by emphasising results rather than attendance.
Peter M Senge "The Fifth Discipline", 1990, Pg 14
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"The
illiterate of the 21st Century will not be those who cannot read
and write, but those who cannot learn, unlearn and relearn."
The Internet and Intranets are spawning whole new approaches to "distance" learning - providing not just data and information but knowledge and the mechanisms and the media that help people to learn.
"The
ability to learn, un-learn and re-learn will be a defining skill
in the 21st Century,"
Reginald
Revans
is widely considered the founder of Action Learning. He founded
the process 50 years ago in England. His ideas were ridiculed by
many at the time but today his processes are used for personal,
professional and organisational development"
"Mental
models represent our unique view of the world and our assessment
of the consequences that are likely to flow from any given action
we might take."
A
modern Learning cycle is based on the 'Five Es'
"Sharing
knowledge occurs when people are genuinely interested in helping
one another develop new capacities for action; it is about creating
learning processes."
"Investors in People" is a UK national standard of good practice for the training and develpoment of people in order to achieve business goals
"To
many people, learning is something that happens in a classroom,
starting at the age of five and finishing somewhere between the
ages of 16 and 21. But millions of others have already discovered
that learning can happen at any time, in any place: on the bus,
in the office, on the night shift. It is no longer necessary to
be in a classroom in front of a teacher to be in a 'place of learning'.
Traditional ideas about education are undergoing a metamorphosis
as the concepts of open learning, lifelong learning and distance
learning gain familiarity."
e-Learning is the delivery and/or management of training or learning using computers.
e-Learning focuseson the three key phases of human information processing
There is now a synthesis of knowledge and content management that is further supporting e-Learning.
e-Learning is the effective learning process created by combining digitally delivered content with (learning) support and services. Open and Distance Learning Quality Council
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"Learning
Cycle"
