A Review of Obstacles to Successful e-Learning Deployment in SMEs

For the purpose of this study, the authors use the terms e-Learning and on-line learning as synonyms. According to Clarke, the terms e-Learning and on-line learning are often used interchangeably and cover a wide range of approaches (2008). Available information on theoretical and practical aspects of e-Learning application in small and medium-sized enterprises (SMEs) is explored. Relevant information is searched with the help of on-line scientific databases (ERIC, or EBSCO), e-publications, on-line journals, and books.

Results

Conditions of Successful Application of e-Learning in the Workplace

The International Center for Learner Managed Learning at Middlesex University in London indicated 25 conditions of favorable learning environment in the workplace (Stephenson, 2003). For example, employees need to accept the organization’s vision, see the connection between learning and performance, value knowledge as a means of development, have an active role in learning and feel valued by the organization. The company culture should support innovation, creativity, adaptability and cooperation. Managers should participate in the learning process, and learning effort should be officially recognized by the organization.

The SUPERSTELLA research project conducted in London in 1999-2001 revealed several major conditions of successful on-the-job on-line learning programs in SMEs (Stephenson, 2003). These programs should have flexible learning pace and duration and need to be adjusted to unexpected time constraints and resources of learners. Practical issues, mode of study and supposed outcomes should be clearly explained. Learning support should be provided by proactive on-line supervisors and via working relationships. Also, learners should have a possibility to withdraw from the course if needed.

Moses (2001) describes new needs of web-based operating firms – enterprise resource planning and customer relationship management, which lead to the need to upgrade the workforce. This goal can be achieved by on-line employee training. Moses lists the main advantages of e-Learning in the workplace (based on A. W. Bates’ taxonomy of open learning): an appropriate level and access for learners, cost efficiency, suitable learning styles, an interactive and user friendly approach, appropriate organization, interesting and motivating design, an adjustable format, fast delivery.

As stated by Schreurs, Sammour and Ehlers (2008) organizations have to make sure they are ready to implement e-Learning. They should determine the level of their “e-Learning readiness” prior to the implementation. E-readiness presents ability of learners to use technology, to cooperate, to learn both synchronously and asynchronously, to be motivated and self-disciplined; an e-ready organization should have the necessary infrastructure, clear e-Learning goals, learner support and knowledgeable management.

Barriers to e-Learning in the Workplace

The SUPERSTELLA study lists major barriers to employee learning. According to the research outcomes, work deadlines take preference over learning/training; time and space available for workplace learning programs as well as the number of substitute staff is limited. Managers are not adequately involved in the employee training. Also, the initial cost of computer and information technology is high (Stephenson, 2003).

In a case study of the U.S. Army workplace, Finley (2000) presented possibilities and constraints of on-line learning — specifically in the work team of 13 employees at the U.S. Army’s Armored Office Research Unit. The purpose of the study was to analyze how on-line learning can serve self-development needs of behavioral research workers of the army forces. The areas in which the team needed to increase their qualifications were: HR administration, new software programs, statistical analysis, training, and decision sciences. The major constraints of on-line learning in the workplace in the studied unit were time constraints and the Internet accessibility during peak usage hours.

Deall (2002) states several major obstacles to on-line learning in the university environment. The major barrier categories are low Internet connectivity, insufficient technical equipment, and low distance learning skills. Specifically, huge discrepancies may appear between courses developed using high-end computer technology and fast Internet connection on one side, and learners using basic hardware and slow Internet connection on the other. As an example, courses with audio and video materials may frustrate students using dial-up connection.

A case study of Newton and Ellis (2005) identifies factors that impact e-Learning in the Australian army environment. The most important factors are “drivers for change, training culture, learner needs”. The authors state that the working environment of the Australian army changes constantly, e.g. there are frequent staff changes.

Finally, Weaver (2002) lists 10 major pitfalls of e-Learning in organizations:

• Assuming that e-Learning is a cheaper alternative to training in the workplace: Managers often overlook costs related to planning, installation, integration of systems and marketing, in addition to the cost of the actual course content. Implementing e-Learning is investment.

• Overestimating what e-Learning can accomplish: e-Learning will never substitute instructor-led training completely because people are social learners and as such, they need face-to-face interaction and sharing of ideas in groups, which the Web cannot provide.

• Ignoring shortcomings of self-study: Learners can adjust the schedule of study but if they are not motivated, they may not complete the course. Research shows that on-line learners do not complete 50-90 per cent of on-line courses. The actual time of learning is a problem too — learners are often not motivated to attend courses in addition to their full work load; on the other hand, managers are often not motivated to implement on-line learning if there is a threat of work productivity decrease.

• Failing to look beyond course paradigm: There is a belief that e-Learning is related just to the actual course content. However, the Internet and Intranet enable many e-Learning tools which should not be ignored. For instance, e-mail discussions, chat rooms, small group projects, knowledge management systems or even phone conferences can be incorporated in the course design.

• Viewing content as a commodity: Some on-line courses do not have the appropriate or effective content if they ignore specific needs of the organization’s training program and of the target audience (e.g. from the cultural and geographical point of view), or if they are simply not designed professionally.

• Ignoring technology: It is a mistake to ignore importance of purchasing the proper technical equipment. Adequate operating systems, Web browsers, learning management systems, databases, and other tools should be utilized.

• Failing to involve IT staff: Failure to consult IT specialists early in the process of e-Learning implementation may lead to the situation that the purchased e-Learning system is incompatible with the organization’s computer system.

• Fixating too much on technology: It is necessary to realize that e-Learning impacts people working in the organization and that its main goal is change of the organization, which can cause resentment because people in general do not like change. Therefore, they should be involved in the process early and their feedback and opinions should be considered.

• Assuming that learned knowledge will be applied: Learners need to have suitable conditions to apply their new skills. Otherwise, they will not feel comfortable using them.

• Believing that because you implement e-Learning, employees will use it: If on-line training does not meet the projected goals, the resources are wasted. The reasons include poor content of the course and its inadequate implementation, lack of management support, low motivation, etc.

Classification of Barriers

The researched information from various sources provides some overlapping characteristics of e-Learning programs in various workplaces and several common barriers to implementation of e-Learning. The analyzed experience comes from various work environments, such as SMEs, military units, and colleges. All the cited studies emphasize efficiency and importance of incorporating e-Learning in training and education. The obstacles to successful implementation of e-Learning in the workplace can be divided into the following categories.

Conceptual barriers present two main groups of obstacles – misunderstanding of the purpose of e-Learning and failure to align the e-Learning system with the organization’s needs and target users. That means that the e-Learning system is not selected properly and it does not match the needs of the organization, or it is simply overestimated. Next, the course content may not match the target audience and the organization’s needs or is not designed properly and professionally. Also, too much or too little emphasis on technical aspects can be a disadvantage as several authors have stated.

Organizational barriers can be divided into several sub-categories: poor planning, ineffective communication between all the involved parties, insufficient funding, poor control of the system’s functioning and failure to apply the learned skills in the workplace. Planning involves proper preparation, scheduling, time management and promotion of e-Learning implementation in the organization. Also, sufficient time has to be provided for the actual learning process. Failure to assign responsible staff and ineffective communication between them may cause difficulties and discrepancies in the implementation and operations of the system. Lack of a separate e-learning budget may lead to inability to obtain the necessary technical equipment, to finance the course development, to hire e-Learning and information and communication technologies (ICT) experts, etc. Another barrier is lack of continuous control of the system’s functioning and lack of user feedback collection, because they are necessary to achieve successful implementation and improvement of the system. Finally, if the learned skills are not applied in the workplace, the invested effort and resources are wasted.

Technical barriers include inadequate information and communication technology (hardware not meeting the system requirements, poor Internet connectivity, inadequate or incompatible software components), poor quality of instructional media, neglected technical update and lacking technical support, etc.

The human factor barriers can be divided into two main sub-categories — individual and social. The individual human factor relates to the approach of an individual to the whole e-Learning concept, system and tools, while the social human factor deals with relations and communication between users of e-Learning systems. The communicating groups include: the organization’s managers, the e-Learning training program developers/designers, technical and IT support staff, end users of the system (mainly instructors/tutors and learners). The obstacles experienced by all these groups include lack of motivation, insufficient knowledge of the e-Learning program concept and of the organization’s needs, insufficient involvement and effort, and poor communication, ICT and learning skills.

All the described e-Learning barriers are interconnected and one may lead to another, e.g. poor organization of e-Learning may lead to technical problems and decreased learners’ motivation, which in turn may lead to failure to meet the organization’s goals, etc. (see Figure 2).