ERIC Number: EJ801418
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-497X
EISSN: N/A
Learning Styles Inequity for Small to Micro Firms (SMFs): Social Exclusion through Work-Based E-Learning Practice in Europe
Hardaker, Glenn; Dockery, Richard; Sabki, Aishah
Multicultural Education & Technology Journal, v1 n2 p126-140 2007
Purpose: The elearn2work study of learning styles in the context of small to micro firms' (SMFs) and their perceived satisfaction has identified some important finding specific to e-learning content design, delivery and international standards development. Design/methodology/approach: The method of research adopts a deductive rather than an inductive approach via descriptive profiling and multivariate statistical analysis. Findings: From the elearn2work study we have identified tentative findings that indicate e-learning inequity for many SMF learners including employees and managers. From our research there is a clear gap between the profile of SMF learners, in the context of their learning style, and the typical content that is currently being designed for e-learning provision. The sector is driven by analytic type educators/trainers who are frequently not a reflection of SMF learners. Originality/value: It could be argued that many SMF workers are currently being socially excluded from e-learning provision through pedagogy inequity when considering the lack of learning styles support in work-based learning practice. (Contains 2 tables and 2 figures.)
Descriptors: Cognitive Style, Foreign Countries, Statistical Analysis, Social Isolation, Standards, Multivariate Analysis, Teaching Methods, Small Businesses, Distance Education, Employees, Administrators, Access to Education, Equal Education, Information Technology, Computer Mediated Communication, Web Based Instruction, Online Courses
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A