AN ANALYSIS OF THE BARRIERS AND CHALLENGES OF E-LEARNING TO MANAGERS IN THE CORPORATE SECTOR EDUCATION

AN ANALYSIS OF THE BARRIERS AND CHALLENGES OF E-LEARNING TO MANAGERS IN THE CORPORATE SECTOR EDUCATION

E-learning is a global phenomenon and is central to many industries in the corporate sector as an additional method of training that complements more traditional methods of learning. E-learning can be considered in its infancy stage in local context and as such barriers must be identified so that corporate sector managers receive a successful implementation for their courses. This investigates that barriers are not only internal but also external through social, economic and political causes.

This paper aims to deal with what the barriers and challenges are when implementing E-learning the main barriers were cost, computer literacy and support from Human Resource (HR). To identify the attitudes towards implementing E-learning, where attitudes impact perception and positive attitudes are downgraded by intergroup rivalries. Also the merits and demerits of E-learning were identifies which were mainly reduction in costs and improvement in coordination process for merits but considered a less effective tool for managerial level and finally what solutions can be identified that will overcome these barriers and challenges namely HR, support mechanisms and government involvement.

 1.0     INTRODUCTION

Learning has taken a whole new meaning in the 21^st century. No more are learners confined to traditional methods of learning through text books and lecture rooms, but can access learning material and courses from places that aren’t remotely close to the learning centre. This is E-learning, where knowledge and skills could be gained electronically, through the use of computers and software. This information society promises an essential change in education, business practices and social interaction to name a few.

E-learning has increased in importance in recent times. With time scarce in the modern corporate world, effective and efficient methods need to be available to train employees especially managers. With the success of e-commerce, e-learning would be beneficial when dealing with the market. Managers of corporate sectors have to react fast to the volatile environment and cannot waste time by travelling to lectures. They must learn and apply it immediately to their respective jobs.

Globally, E-learning has seen an accelerated adoption in both public and private sectors. The increase in growth and accessibility of the internet has made it possible for its success. Developed countries have enhanced their operations and training process by capturing the advantages and potential opportunities of E-learning. It has become an accepted means of increasing skills and knowledge across the organization.

Developing countries however faces several barriers. Serious measures have yet to be taken in the corporate sector education to make them prepared for the volatile global economy. The digital gap is extremely high. Hence there are challenges in the awareness, acceptability and conduction of E-learning within the corporate sector employees and as such this analysis needs to be carried out so that this digital gap can become digital opportunities.  The study is based on What are the barriers and challenges of E-learning implementation to managers in the corporate sector

The benefits of E-learning aren’t seen by most companies in the corporate sector due to lack of proper implementation hence the identification of barriers is vital. Especially the managers of corporate sectors have no time to set work aside and attend traditional courses. E-learning’s needed so that that they can learn on their own time and apply it faster depending on the situation. The corporate sector organizations face high costs in training and must respond faster in comparison with competitors in the market.  These problems can be met if E-learning is implemented properly.

   BACKGROUND LITERATURE

 2.1 DEFINITION OF E-LEARNING

Its ways of combining work and learning strategies enhanced through technology and internet which offers a logical solution to company’s learning objectives as it can be accessed anywhere, anytime, by anyone (Vaughan et al, 2004).

2.2 HISTORY OF E-LEARNING

During the 1980’s and 1990’s there was a significant growth in students studying part time and through distance learning. There was a dramatic growth in non traditional learners beyond 18-24 age categories for instance women returning to work after child bearing. Flexible delivery became a mantra for tertiary educational institutions to satisfy these non traditional students while tapping into new national and global opportunities. (Williams and Goldberg, 2005)

Williams and Goldberg (2005) stated that the first signs of change emerged in the late 1970’s. Private enterprises rose in importance. State funded tertiary education faced cuts in government spending and there was pressure on universities to be creative on their funding sources. Hence e-learning was touted to be an economical and effective medium for courses. In the earlier days it was called Computer-based Teaching (CBT). This then shifted to Learning management systems in the mid 1990’s, operating almost exclusively on a local area network (LAN).

The dotcom boom and the unlimited promise of the World Wide Web followed. E-learning providers quickly sprung up with cheap and limitless efficient access to the internet. However this soon turned to dotcom crash as most returned to brick and mortar. E-learning turned out to be evolutionary than revolutionary, so as long as an institute has a strategy founded on quality it is possible to evolve. Finally E-learning delivery trend has accentuated since the turn of the century due to the emergence of the latest ICT where bandwidth and technology have reached new heights making it easier for E-learning to succeed. (Williams and Goldberg, 2005)

2.3 E-LEARNING IN DEVELOPED & DEVELOPING COUNTRIES

There is a wide digital gap that exists when comparing the level of e-learning in a developed and developing country.

Most developed countries have experienced the digital opportunities that are made available from E-learning. In U.S.A and Europe growth continues, with increased investment. Participation and involvement is increasing and the use of technology and intranets is at a mature stage (Newton, 2003). However certain Italian companies’ state e-learning is a non-effective training tool and didn’t consider it a positive experience in spite of adoption. Adoption still continues due to bandwagon pressures as competitors adopt to have an advantage (Comacchio and Scapolan, 2004). Gunawardana, (2005) states that even in the developed world, the predominance of English poses a serious obstacle to universal access.

Developing countries such as Nigeria are behind in adoption and there’s a low rate of diffusion of e-learning and usage. This is due to inadequate finance policy in engineering and technology (Folorunso et al, 2006). In Lebanon little has been done to widen access thereby widening the digital, social, economic and cultural gaps with the global information society, also supported by Gunawardana, (2005).

There’s lack of policies in recognizing e-learning degrees and language barriers exist (Abouchedid and Eid, 2004). Also in Nigeria the awareness level of a computer-based technology is a major determinant on the acceptability of certifications from e-learning organizations. Folorunso et al (2006)

Folorunso et al (2006) found that vendor issues, poor internet service, software quality and piracy are factors that continue to bridge the digital gap. Abouchedid and Eid (2004) stated that there’s restriction of internet connectivity as it’s given to one provider hence high priced bandwidth results. Also present in developing countries are the geographically limitations within city limits (Gunawardana, 2005)

2.4 E-LEARNING ADOPTION

There are certain factors that affect E-learning adoption. Comacchio and Scapolan (2004), whose objective was to understand implications of the diffusion process of e-learning in Italy, stated companies will adopt due to fear of competitive bandwagon pressures. Bandwagons occur if potential adopters perceive the risk that innovation is a success and if they don’t adopt, their performance will fall below the average performance of adopters. Their research was questionnaires for two sectors: 20 Pharmaceuticals, both Multinationals and Italian (large and medium firms) and 22 banks both large and small. Due to small sample in each sector, findings may not be as accurate

Therefore it can be said that if the industry is large with several competitors, E-learning is more likely to be adopted.

In the education industry cost seems to also be the underlying factor for the acceptability and adoption of e-learning in developing countries. Folorunso et al (2006) found cost affects acceptability of e-learning and is the underlying factor that’s responsible to the effects caused by all other factors found.

Also whether E-learning will be adopted and persisted depends on the how dynamic and volatile that industry is which results in scarce time. Hence time is a major impediment. Park and Wentling (2007) found that due to lack of time, if the system is not easy and efficient, courses aren’t completed and no return on training investment. Managers would feel too busy to participate as it required time off from their main stream of work because traditionally training does not occur during working hours. Hence fast paced industries may face a failure in E-learning.

2.5 CLASSIFICATION OF E-LEARNING

Classification	Presence*	E-Communication	Alias
Type I	Yes	No	Face to face
Type II	No	No	Self-Learning
Type III	No	Yes	Asynchronous
Type IV	Yes	Yes	Synchronous
Type V	Occasional	Yes	Blended/Hybrid-asynchronous
Type VI	Yes	Yes	Blended/Hybrid-synchronous

* Presence is defined as real-time presence where both instructor and learner are present at the time of content delivery; it includes physical and virtual presence.

According to Negash and Wilcox (2008), the above six types of classifications can be explained as follows:

• Face to Face – this is the traditional classroom setting but with the prevalence of E-learning tools used to support instruction. Both the instructor and learner are physically present. E.g. usage of power points.
• Self-learning – learners receive the content media and learn on their own. There is no physical or virtual presence and no e-communication. E.g. content on a CD.
• Asynchronous – The instructor prerecords the content and the learner accesses it at a later time. E-communication is not there at time of delivery but communicate frequently using e-learning technologies. E.g. e-mailing
• Synchronous – Instructor and learner do not physically meet but virtually meet therefore there is presence. E.g. live audio
• Blended/hybrid asynchronous – content is delivered through occasional physical meetings and via E-learning technologies the rest of the time. A combination of face to face and asynchronous learning.
• Blended/hybrid synchronous – E-communication is used extensively. Presence alternates between physical and virtual. E.g. classroom half the time and live audio for the rest.

Management Competence and Science graduates: A selected sample analysis

Management Competence and Science graduates: A selected sample analysis

This paper attempts to estimate the required level of management competence for a science undergraduate and expectation from the industry who have recruited science graduates for their companies for management jobs.

There are at least two different approaches used to conceptualize management competence. The first approach concerns the identification of characteristics that differentiate effective managers from less effective managers. The second approach concentrates on measuring the actual performance of managers in order to be effective. That mean simply, what managers actually do rather than what they can do. One advantages of the management competence approach is that the correct identification and explicit definition of competence statements and their underlying components reflect the complete domain of management. (Row, 1998) Boyatsis (1982) differentiate between the basic competence, including a generic knowledge, motive, trait, self-image, social role or skill required to perform a job satisfactorily and optimal competence that result in superior performance. Burgoyne (1988) advocates a model whereby situation-specific and basic analytical decision making skills. Rush and Evens (1993) provide another model with their skills pyramid. They emphasize the importance of literacy and innumeracy skills as being the most basic skills required for competency development.

Management education based upon the management competence approach have several components. Rush and Evers (1993) indicate that basic literacy and numerical skills should be acquired before the development of core competence. They also argue that technical skills may remain redundant without the development of core competence. The last few years have seen a rapid expansion in the number of courses offered by Sri Lankan universities, like management and accountancy studies. In 1980 to 1985 period there were 20 management related courses, now it is estimated that figure has grown to approximately 250 . Although the context and emphasis pf these course differ, they are usually combined with other subject areas and offered as with management or and management related subjects of their degree programs.

The most popular combination subjects include the science, (eg, Mathematics, Computing, Chemistry, Physics) Arts (economics, Sociology) and engineering degree.

This mixed degree format suggests that the study of management is viewed as being complementary if not supplementary to these traditional subject areas. The introduction of these courses could be viewed as an attempt to meet the needs of industry and commerce. Further courses containing management components pear to be highly attractive to potential students.

The quantitative data analyzed in this research were obtained through the use of competence. Statements incorporated into a questionnaire. The questions were connected to the relevant the management subjects which were very useful to the development of the companies 25 employers were contracted and directly questioned about the skills, knowledge and understanding requirements of science graduates. Very simple technique was used during interviews with very senior managers of the companies. 10 to 15 graduates from both science and management were worked  under these managers. First asked from them to mark the propriety numbers (1 to 10) of the list in order to make a efficiency of the organization. Then after that again asked from them to mark the property numbers according to same list what skills present science graduate in development of the organization.