Review by: Schönwald, Ingrid (2007-03-12)

The authors of this article aim at integrating findings from organisational learning, socio-cultural theories and cognitive theories of learning in order to analyse the contexts and possibilities for eLearning in the workplace. Based on a literature review they identify key challenges in the development of eLearning environments and develop guidelines for the design of eLearning environments for the workplace.

The literature reviewed is presented in two threads: first, theoretical approaches and secondly, empirical studies on recent solutions to pedagogical problems encountered in workplace learning. Different concepts from adult learning theories (reflection-in-action, situated learning, problem orientation) and organisational learning (e. g. due to Nonaka, Senge) are introduced. Based on their analysis the authors conclude that eLearning for workplace learning should be built in a way that makes it possible for participants to use their practical, experiential knowledge and integrate it with theoretical, conceptual knowledge. As a key challenge for workplace eLearning the authors identify the question how to link employees’ personal development with organisational learning and development. The support of HR staff as well as management is considered a core success factor for the development of an organisational climate and social and physical environment beneficial to organisational learning.

As a conclusion the authors state a number of suggestions for eLearning solutions to enhance both individual and organisational learning, e. g.:

• support of both individual reflection and collaborative knowledge building or epistemic social practices;
• integration of theoretical knowledge with participants’ practical experience;
• learning tasks that help learners to conceptualise their practical experiences;
• support for the invention and use of boundary objects;
• support for the explication of implicit knowledge;
• encouragement of collaboration and knowledge exchange between different groups of people (different professional groups, people from different domains, experts and novices, for example);
• a progressive problem-solving orientation; and
• structured support and guidance for learning in all phases of the learning process.

In sum, this article contributes to broaden the eLearning discussion from a narrow focus on individual learning to a wider perspective on organisational learning by integrating various theoretical approaches.