Virtual Learning Communities as a Vehicle for Workforce Development: A Case Study

Autor/inn/en	Allan, Barbara; Lewis, Dina
Titel	Virtual Learning Communities as a Vehicle for Workforce Development: A Case Study
Quelle	In: Journal of Workplace Learning, 18 (2006) 6, S.367-383 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620610682099
Schlagwörter	Time Management; Training Methods; Labor Force Development; Work Environment; Computer Mediated Communication; Case Studies; Foreign Countries; Health Services; Discussion Groups; Internet; Data Analysis; Educational Technology; Professional Development; Access to Computers; Problems; Organizational Development; Distance Education; Health Personnel; Public Agencies; Government Employees; Integrated Learning Systems; United Kingdom + Suchen Sie Ihr Suchwort? Zeitmanagement; Didaktik; Trainingsmaßnahme; Arbeitskräftebestand; Arbeitsmilieu; Computerkonferenz; Case study; Fallstudie; Case Study; Ausland; Health service; Gesundheitsdienst; Gesundheitswesen; Auswertung; Unterrichtsmedien; Problemsituation; Organisationsentwicklung; Distance study; Distance learning; Fernunterricht; Medizinisches Personal; Öffentliche Einrichtung; Großbritannien
Abstract	Purpose: The purpose of this paper is to explore the benefits and challenges of using a virtual learning community (VLC) as a vehicle for workforce development. This paper argues that VLCs provide a flexible vehicle for workforce development. However, workplace realities may lead to unexpected challenges for participants wanting exploit the flexibility of e-learning technologies. Design/methodology/approach: The case study is located in a strategic healthcare organisation in the UK. The study used a multi-method approach to develop a rich picture of the VLC. Data were collected from a variety of sources (programme evaluation questionnaires, learning logs, discussion group messages and VLE tracking system) and analysed using quantitative and qualitative methods. Findings: The findings indicate that while membership of a VLC offers new opportunities for collaboration, learning and working at a time and place that suits individuals it also offers many challenges. The following issues were identified as having an impact on effective participation in the VLC: motivation; time management; public/private boundaries; work/life balance; and access to ICT. Research limitations/implications: There are limitations in generalising from a particular case study. The use of a case study provides a depth to the study that helps to illuminate the experiences of individual e-learners. Practical implications: The findings have strategic implications for organisations planning to use VLCs to support workforce development. The study indicates the need for facilitators to enable participants to explore time and work/life balance issues. It highlights the importance of involving the managers of e-learners in the negotiations involved in establishing a VLC. Finally, the study identified that employers need to provide protected time for e-learners and that access to technology is an issue. Originality/value: The research has value to managers who are considering using VLCs as a means of enhancing workforce development. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10