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Allan Barbara & Lewis Dina (2006). « Virtual learning communities as a vehicle for workforce development : A case study ». Journal of Workplace Learning, n° 18, p. 367. En ligne : <http://proquest.umi.com ... 1319&clientId=51994>. 
Added by: Brigitte Bacconnier (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Agnès Cavet (18 May 2009 15:13:51 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Allan2006a
Categories: TICE
Keywords: formation continue, TIC
Creators: Allan, Lewis
Collection: Journal of Workplace Learning
Views: 1990/5983
Views index: 0%
Popularity index: 0%
URLs     http://proquest.um ... 319&clientId=51994
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.
Added by: Brigitte Bacconnier  Last edited by: Agnès Cavet
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