Activity 2.1 – Current Status of e-Learning in Organisations

An OECD Policy Brief on e-Learning in tertiary education from 2005 states that e-Learning has been an administrative success, but not as far as learning itself is concerned.

Only 5% of enrolments across 13 countries were fully online.

Yet 30 – 50 % claimed a “high online presence” in their teaching and learning strategies.

“Tertiary education institutions generally feel that e-Learning has a broadly positive effect on the quality of teaching and learning, although few have been able to offer detailed evidence. There is much indirect evidence, including student satisfaction surveys, but these may not be enough to offset the prevalent doubt about the pedagogic value of online learning among students and academics.” (p.4)

“e-Learning has not really revolutionized learning and teaching to date… ” (p.4)

“For some institutions, and in some countries, key barriers remain. Infrastructure and funding are among the important ones, but scepticism about the pedagogic value of e-Learning and staff development are probably the most challenging.” (p.5)

OECD (2005), e-Learning in Tertiary Education, Policy Briefing, December.

The Australian picture:

• In 2003-04, 3-4% of VTE (vocational and technical training) activity involved e-Learning.
• In 2005, 6 – 8% of VTE involved e-Learning.
• In 2006, that has increased to 17%.

(Statistics from the e-Learning Indicators 2006 Report from the Australian Flexible Learning Framework available at
http://e-learningindicators.flexiblelearning.net.au/survey_results06.htm)

The Corporate picture:

The figures available in the corporate training market are less easily determined.
Bersin & Associates (http://store.bersinassociates.com/lms.html#) current (2008) report on Learner Management Systems (LMS) state the US market is valued at US$600 million – an increase of 21% from 2006. And that’s just the LMS market, that doesn’t account for vendors of authoring software, off-the-shelf products, or consultancies.

Reading: Australian Flexible Learning Framework “e-Learning Indicators 2006 Report”
http://e-learningindicators.flexiblelearning.net.au/survey_results06.htm

WRITE: What is the current status of e-Learning? Relate the general findings and comments to your industry. How does your industry rate against the overall results?

As mentioned above, e-Learning is currently involved with 17% of vocational and technical training (VTE). The status of e-Learning has definately increased over the years and continues to receive positive reports from both trainers and learners.

“The uptake of e-learning is increasing. Students find e-learning convenient and fun, and believe their increased confidence and skills in using technology will deliver better employment outcomes. Teachers have more confidence in using e-learning applications, and are expanding their use of online, mobile and voice technologies to deliver more engaging vocational and technical education (VTE) programs.”

http://e-learningindicators.flexiblelearning.net.au/pdf/benchmarking_report2006.pdf, p.3

The problem however is that the delivery of e-Learning is not consistent across the entire VTE sector. It has been recorded that 51% of registered training organisations (RTOs) and 70% of small private, industry and community-based training providers do not deliver any e-learning which raises concerns as demand for more flexible training is on the rise.

In regards to e-learning and industry, it was shown in the report that 31% of RTOs surveyed delivered vocational training in the traditional trades (Building and Construction, Metal, Electrical and Automotive, or Engineering and Technical) of which 46% used e-learning as part of their delivery of training. Clearly, there was higher use of e-learning in larger organisations and for those that did not use e-learning the reason given was being that “training packages were practically based” (http://e-learningindicators.flexiblelearning.net.au/docs/2006_elearn_trad_trades.pdf, p.4).

Now looking at the use of e-learning in specific industries, the report showed that e-learning among trades teachers was lower than in other teaching areas. Around 70% used e-learning in some way in comparison to an average of 85% across all teaching areas. In my industries of Business and Education, 91% of teachers used e-learning.

“The challenge for providers of traditional trades training, as is the case for the entire VTE system, is to continue to provide quality training and the flexibility needed to meet the training needs of individual students and employers.”

http://e-learningindicators.flexiblelearning.net.au/docs/2006_elearn_trad_trades.pdf, p.8