An Overview on Mobile E-Learning Research of Domestic and Foreign

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

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The Problem of Analysis of the Temporal Dimension in e-Learning Research

Global Challenges and Perspectives in Blended and Distance Learning ◽

10.4018/978-1-4666-3978-2.ch018 ◽

2013 ◽

pp. 223-230

Author(s):

Begoña Gros

Keyword(s):

Complex Phenomenon ◽

Temporal Dimension ◽

Standard Methods ◽

E Learning ◽

Multiple Variables ◽

Learning Research ◽

Temporal Dimensions

E-learning is a complex phenomenon that includes technological, pedagogical, social, and management dimensions. The importance of multiple variables and temporal dimensions for evaluating changes and development are crucial elements that are not taken into account in the methods and orientation of most studies. Most established methods of research are not able to analyse complex situations adequately. This chapter describes the problems that arise when standard methods are applied and explores the use of methods that support the analysis of multiple variables and temporal dimensions for evaluating changes and development.

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Infallibility of Innovative Artefacts

Socio-Cultural Impacts of Workplace E-Learning ◽

10.4018/978-1-61520-835-7.ch005 ◽

2010 ◽

pp. 86-106

Author(s):

Karim A. Remtulla

Keyword(s):

Adult Learning ◽

Technological Innovation ◽

Learning Objects ◽

Cultural Impacts ◽

Cultural Paradigm ◽

E Learning ◽

Learning Scenarios ◽

Learning Research ◽

Similarities And Differences ◽

And Training

This chapter discusses the cultural paradigm of ‘innovative artefacts’ in the workplace. This cultural paradigm is one of two proposed paradigms that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. Technological innovation and business process change dominate workplace transformations. At the same time, any discussion on the socio-cultural impacts of workplace e-learning must also take into account that workplace e-learning is arguably both a technological innovation and as well as a business administration process, all of which affect adult learning in the workplace. Critical theory problematizes these relations between technology and technological progress as well as workplace e-learning. The ‘presumption of neutrality’ is highlighted as it influences the shaping of workplace e-learning and its dubious, shifting, and reversible impacts on the workforce. A focused discourse analysis of the connotations and assumptions that have further shaped e-learning for the workplace over the past decade illustrate workplace e-learning’s changing emphases over the years, from administrational to associational to artefactual, today. The technological artefacts of workplace elearning now deserve closer scrutiny. The similarities and differences between ‘online learning and simulations’, ‘learning objects’, and ‘learning management systems’ are highlighted as each of these technological artefacts, more often than not, is taken as equivalent to and a substitute for learning. The ‘presumption of neutrality’ now also comes to fruition in the ‘infallibility paradox’ for workplace e-learning. For workplace e-learning, adherence to the belief in the infallibility of innovative artefacts leads to two workplace e-learning scenarios: (a) instrumental instruction (see Chapter 7); and, (b) rational training (see Chapter 8).

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Redressing Socio-Cultural Insensitivity

Socio-Cultural Impacts of Workplace E-Learning ◽

10.4018/978-1-61520-835-7.ch004 ◽

2010 ◽

pp. 66-85

Author(s):

Karim A. Remtulla

Keyword(s):

Adult Education ◽

Social Theory ◽

Cultural Sensitivity ◽

Common Ground ◽

Global Workforce ◽

Diverse Field ◽

Culturally Based ◽

E Learning ◽

Learning Scenarios ◽

Learning Research

This chapter concerns many of the challenges facing socio-cultural researchers of workplace e-learning when attempting a social critique of workplace elearning. These obstacles include finding a common ground to begin a socio-culturally based research and study of workplace e-learning as well as using an approach that authentically balances ‘distance’ and ‘education’ so that distance education does not become a ‘distant education’. The overwhelming emphasis on the technological artefacts of workplace e-learning are not having the expected impacts on workplace adult education and training to the degree so profoundly anticipated by so many. The research and study of workplace e-learning as a socio-culturally negotiated ‘idea’ may be one such way. To do this, notions of social theory, taxonomy, and the researcher, as they relate to the field of adult education, and for a global workforce of adult learners, now become necessary. The complexity of approaching the diverse field of adult education with respect to social theory is explained, as are some of the challenges of applying the socio-cultural sensitivity taxonomy by using adult education as a backdrop for understanding workplace e-learning. ‘Socio-cultural Sensitivity Taxonomy for Workplace E-learning’ is presented and comprises four basic elements: (a) a context (social change) and an impetus (social responsibility) for a socio-culturally based research and study of workplace e-learning; (b) two outcomes (normalization and universalization) of technological artefactual approaches to workplace e-learning research and study; (c) two dominant cultural paradigms (commodified knowledges and innovative artefact) shaping workplace e-learning historicity in organizations; and, (d) four workplace e-learning scenarios (instrumental instruction, rational training, dehumanizing ideologies, and social integration), that all present socio-cultural impacts for the workforce from socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Figure 1 and Figure 2, originally from the Preface, are re-presented here, more formally.

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The Application of Mobile Technology in E-Learning and Online Education Environments

International Journal of Enterprise Information Systems ◽

10.4018/ijeis.2013100106 ◽

2013 ◽

Vol 9 (4) ◽

pp. 85-98 ◽

Cited By ~ 7

Author(s):

Chia-Wen Tsai ◽

Pei-Di Shen ◽

Yi-Chun Chiang

Keyword(s):

Higher Education ◽

Online Education ◽

Mobile Technology ◽

Research Method ◽

Quantitative Research ◽

Professional Organizations ◽

Future Research ◽

E Learning ◽

Learning Research ◽

Quantitative Research Method

In this paper, the authors reviewed the empirical mobile technology (MT) studies, and those focused on adopting and designing MT for students’ learning, published in SSCI journals from 2003 to 2012. It is found that the number of articles has significantly increased, particularly after 2008. Among the 74 published papers, most of them were conducted in higher education, as well as on computing domain. Furthermore, the quantitative research method was used more in MT and e-learning research. The findings in this study may provide potential direction and help policymakers in governments and researchers in professional organizations to allocate the necessary resources and prepare for supporting future research and applications of MT.

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Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

International Journal of Adult Vocational Education and Technology ◽

10.4018/javet.2010070103 ◽

2010 ◽

Vol 1 (3) ◽

pp. 27-45

Author(s):

Karim A. Remtulla

Keyword(s):

Adult Education ◽

Adult Learning ◽

Learning Outcomes ◽

Career And Technical Education ◽

Education And Training ◽

Career And Technical ◽

Culturally Informed ◽

E Learning ◽

Learning Research ◽

And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated’ space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

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E-Learning Design Quality

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch110 ◽

2011 ◽

pp. 763-771 ◽

Cited By ~ 6

Author(s):

Panagiotis Zaharias

Keyword(s):

Critical Review ◽

Research Agenda ◽

Learning Design ◽

Review Of The Literature ◽

Design Issues ◽

Design Quality ◽

E Learning ◽

Learning Research

A critical review of the literature was conducted which resulted in the formulation of an e-learning research agenda with a focus on quality and e-learning design issues. The e-learning research agenda summarizes the most commonly identifiable research dimensions regarding e-learning design that influence e-learning quality.

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