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E-learning has the potential to change education and training radically, open new ways of learning and increase the ability of people to acquire new skills. It has created new markets for teaching and learning material and equipment. Despite its importance, there is a shortage of information on the extent of e-learning and its rate of growth. This survey, while not a statistically representative sample, covers a range of organisations of different size and type from all EU countries. As such, it provides insight about the rate of the development of e-learning in the EU, the differences between the Member States. The survey was carried out online on the European Training Village (ETV) website www.trainingvillage.gr, by Cedefop, in 2001.
A study investigated the extent of e-learning learning supported by information and communication technologies (ICT) methods in vocational education and training (VET) in the European Union (EU). The survey conducted via the Internet received 653 replies from organizations in the EU. Just over 80 percent of respondents were suppliers or users of e-learning; about 60 percent were both suppliers and users. Larger organizations involved in VET and specialist companies producing training tools or content were more likely to use e-learning. About 30 percent of time spent by users on training involved e-learning. E-learning and classroom-based methods of training were not necessarily alternatives and could be complementary. Use of e-learning for training varied by subject area highest in ICT and lowest, but still significant, in processing and production and sales and marketing. Training suppliers estimated e-learning was responsible for about one-third of their total income from supply of training content and material in 2001. For suppliers of capital equipment and infrastructure, e-learning sales accounted for 23 percent of total income in 2001. For users, e-learning-related investment was responsible for almost 13 percent of expenditure on capital equipment for training in 2001; 14 percent of total spending went on e-learning-related content. The survey and descriptions of 10 recent studies on e-learning in Europe are included. (Contains 36 figures.) (YLB)

E-Learning

European Commission. Directorate-General for Education and Culture

Published: 2003

Total Pages: 32


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E-learning technology has contributed to the expansion of the market for educational services and products. This report examines the key technologies, including: wired and wireless LANs, VPNs, mobile learning, network computers, e-books, artificial intelligence, web-based multimedia, CD-ROM-based interactiveIt also analyses the most promising sectors of the global e-learning market, particularly higher and further education, corporate training. Developments in Europe are compared with the United States and other countries. It also surveys the e-learning companies and the products and services they offer, and describes the strategies available to them to develop their business.
The effective utilisation of e-learning resources in a small and medium sized enterprise (SME) depends on a sound learning infrastructure. This is the main result of a small research project, jointly undertaken by Cedefop and the European Commission (DG Education and Culture) that looked at the key issues in the use of e-learning in SMEs. A learning infrastructure is not just about computers and networks but entails the existence of a training strategy for human resource development. There is little evidence, apart from isolated knowledge-rich companies, to suggest that an individual SME is able to provide this kind of infrastructure. Thus, regional based support or advisory bodies must play a key role. E-learning in SMEs may be most powerful when it is integrated in company business processes through networks and systems for business development. This facilitates informal learning which is integrated with work processes. The tools or software systems used for learning may not be dedicated e-learning platforms but everyday business systems and software designed to promote learning objectives at the same time as business objectives. Thus, the idea of e-resources in place of e-learning materials is put forward. -- EU Bookshop.
Technologies develop rapidly and reach hurricane levels of velocity but quality E-Content and innovative applications lag behind. This book addresses the question how content industries change within a digital environment and what role information and communication technologies play in transforming the competitive landscape. The authors argue that post-industrial societies tend to pay substantial amounts for equipment and gadgets but invest far too little in the quality of the content. As a result, much effort is and has to be spent on the enhancement of E-Content. The contributions give an elaborate overview of: - the specifics, challenges and prospects of content in the network economy; - market developments of digital media services; - paid content business models; - impacts on scientific publishing; - developments in the field of E-Learning; - the interplay between technology and content with the example of interactive digital TV; - the mobile games market; - emerging new cross media markets; - the need to enhance the usability of websites and mobile applications; - how digital applications might be used to capture and store our personal experiences. A final chapter shows the prospects of the European E-Content market and gives an overview of valuable initiatives and resources dealing with the topic of E-Content.
The findings show that European e-learning stakeholders attach considerable importance to quality but that there are still obstacles that need to be overcome before direct improvement in the quality of education can be made. The survey also analyses the current situation in relation to the development of quality: knowledge, experiences and the capacity to deal creatively with quality approaches. The concept of quality competence is introduced and is empirically contextualised.
Web-based training, known as e-learning, has experienced a great evolution and growth in recent years, as the capacity for education is no longer limited by physical and time constraints. The emergence of such a prized learning tool mandates a comprehensive evaluation of the effectiveness and implications of e-learning. Advances in E-Learning: Experiences and Methodologies explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for scholars in both academic and professional spheres.