Building and Managing an E-Learning Infrastructure

Introduction to E-Learning

E-learning involves training by means of advanced technologies such as the Internet, intranet, extranet, satellite broadcast, audio/video tape, CD-ROM, and more (Broadbent, 2002, p. 39). The term e-learning is an umbrella that describes a range of learning situations, including distance learning, web-based learning, virtual classrooms, and more. All of these forms use communication technologies as a medium for learning.

This paper identifies and analyzes the main concepts, ideas, and strategies involved in building and managing e-learning structures. When exploring e-learning as a solution to help guide an organization's overall vision, values, mission, and objectives, companies and schools must employ a deliberate e-learning strategy.

According to Von Schlag (2001), integrating e-learning into an organization is an excellent way to prepare the organization for change. It can allow employees to share and publish their knowledge and skills to improve the entire team. In addition, it can enable businesses to combine best-of-breed training into an integrated learning solution that is ultimately less expensive and more accessible than most other forms of training. If e-learning is incorporated properly, Von Schlag (2001) argues, "it can even help with skills transfer and retention of skills in the workplace."

Building and managing an e-learning infrastructure can be extremely effective and efficient, or it can be costly and ineffective. Successfully building and managing an effective e-learning strategy involves identifying and analyzing the strategic issues that make for positive impact in an academic or work setting. Having a strategic vision and plan for e-learning simplifies the implementation process and provides a detailed action plan for those who will be carrying it out.

The concept of e-learning has been around for decades, although only recently has it taken the spotlight (Broadbent, 2002, p. 42). E-learning is broadly described as training that is delivered through a network, usually over the Internet or a company intranet. In recent years, e-learning has evolved into an increasingly popular tool used in both the business and academic worlds. Courses online, interaction with fellow students and instructors, and access to research libraries are just some of the capabilities that are emerging (Rosenberg, 2002, p. 39).

E-learning has a variety of uses. Companies can use e-learning solutions to train new employees on software or products. In the new era of globalization, companies need not worry about distance barriers, as employees around the world can access e-learning solutions. Universities are also using e-learning solutions that enable students to take classes from home on a variety of subjects, and in many academic institutions today, students are earning their degrees entirely online.

The Basics of E-Learning

There are four basic categories of e-learning (Broadbent, 2002, pp. 45–49): knowledge databases, online support, synchronous training, and asynchronous training.

Synchronous e-learning imitates a classroom in that classes are conducted in real time and instructors and students are connected through streaming audio or video or through chat rooms.

Knowledge databases are the most basic form of e-learning, though they are not always seen as actual training. They are typically found on software sites offering indexed explanations and guidance for software questions, as well as step-by-step instructions for performing specific tasks. Knowledge databases are moderately interactive, allowing the user to search the database or select an option from a list.

Online support functions in a similar manner to knowledge databases but is more interactive. Online support can teach students through forums, chat rooms, online bulletin boards, email, or live instant-messaging support. It presents the opportunity for more specific questions and answers and often provides immediate responses.

Asynchronous e-learning allows students to access prepackaged training at any time, enabling them to participate at their own pace and communicate with the instructor via email. Many e-learning packages run over a company's internal servers; others use an application service provider model, which handles everything from creating a training course to storing the information.

E-Learning Magazine (Shea-Schultz & Fogarty, 2003) studied the methods and technologies of organizations that have enjoyed great success in implementing e-learning strategies and identified seven core strategies for successful implementation:

Cater to the learner. An organization's success depends on the learner actually using the learning and improving from it.

Achieve buy-in. Organizations must present the business case for e-learning to executive leadership and secure their commitment.

Save time and money. Organizations should take advantage of the built-in time and cost savings offered by e-learning.

Tame the technology. An organization's staff, trainers, and learners must be comfortable with the technology and understand how to use it.

Strategies for E-Learning

Orchestrate the three sides of design. An organization must account for the learning, aesthetic, and technological design factors of each e-learning module, course, or curriculum. These three factors must work together in harmony for effective and attractive online learning.

Think globally, learn locally. As globalization increases, different languages, cultures, and customs must be considered when developing e-learning solutions.

Partner with purpose and passion. Organizations should partner with outside vendors strategically, intelligently, and with commitment.

E-learning has enormous potential to reshape the way organizations provide training (Horton, 2001, p. 22). For companies, this can be cost-effective and improve competitive ability. For educational institutions, it can extend education to more students. However, implementing e-learning solutions can be challenging, and organizations must consider several key issues before getting started.

First, organizations should evaluate the type of content desired (p. 24). For example, if e-learning solutions will be used to train salespeople or teach basic technical skills such as Microsoft Office, a standard off-the-shelf online course may be sufficient. However, if the training will cover a company's specific business processes or proprietary system applications, a specially designed course may be necessary. When building a tailored course, companies have the advantage of incorporating a company- or industry-specific focus.

An organization will also need to determine what type of online course it wants (p. 29). Many courses can be delivered online, but self-discipline on the part of students and a tracking system are needed to ensure that students complete the entire training program. Organizations must consider the purpose of their course and how that purpose will be reflected in the design of the e-learning solution.

Organizations must also determine whether they have the resources and time to create their own courses (p. 33). This can be a challenging task with many variables. For instance, content from classroom training is not readily transferable to online delivery. Online training must be more interactive and allow for content tailored to the skill level of each student. These considerations must inform any decision about whether to outsource the e-learning project.

E-learning solutions can be CD-ROM-based, network-based, intranet-based, or Internet-based (Broadbent, 2002, p. 46). They can include text, video, audio, animation, and virtual environments. Organizations must determine which method is most suitable for their users and ensure that the solution provides an efficient way to track which students are taking which courses and measure their success.