Review by: Schönwald, Ingrid (2007-08-23)

This paper explores the hindering factors in the implementation of e-learning by a case study in a large telecommunication company in Norway. The study takes departure in the activity theory, which views activities as dynamic processes and non-isolated units, continuously influenced by other multi-organizational activities and changes. The aim is to understand the network of interacting activity systems and identify the underlying causes of the problems during the implementation.

The company under study decided to use e-learning as a strategic tool for internal competence development and organizational change. This change comprised the relocation of the headquarter as well as a focus on new work practices. The company was also expected to transform from a hierarchic structure to a knowledge organization. At the same time e-learning should help to make learning cheaper and more effective..

The case study is based on data collected during the four years of the first author's doctoral research. The data from interviews and observations was reviewed, manually coded, then questioned, compared and categorized using the grounded theory. Six different categories of disturbances during the implementation emerged:

• Management control
• Technical infrastructure for E-learning
• Execution of implementation tasks
• Information sharing
• Allocation of time
• Relevance to work and previous knowledge

The authors then focus on the disruptive role of information-sharing disturbances. In order to identify the underlying causes of these disturbances an activity system analysis was conducted. Three activity systems were identified as being involved in the implementation of e-learning: the human resources activity system, the management activity system and the work activity system. These three activity systems generate a network of activity systems that form the basis for the analysis of the tensions and potential contradictions in the implementation process. The following tensions were identified:

• A standardized information and communication strategy that did not take local conditions and contextual factors into account.
• A missing understanding at company level for information sharing as a critical factor in local e-learning activity.
• A local need for a shared digital access point to updated information.
• A poor division of labour between the project groups and the units in the introduction phase.
• A lack of attention towards existent work practices and work rules and the need to prepare for integration of learning and work.
• A lack of understanding of the project manager role both in the projects and at management level.

The paper concludes with a discussion of ways in which to deal with such tensions in future implementations of e-learning.

In my view this paper is a pleasantly critical study on the implementation of e-learning. While many case studies single out successful implementation processes and focus on the identification of success factors, in practice many e-learning implementations don't achieve the expected outcomes. This paper accepts the challenge of taking a critical view on such a common implementation process.