Now read on…

About a year ago, I began commenting on the affects of the current financial crisis on the e- learning industry; it’s been a while, so I guess that it’s about time I revisited the subject. In my post Recession and the Challenge to E-Learning in February 2008 I remarked that:

Historically, when a slowdown or organization rationalization occurs, the first against the wall are the folks in the PR, marketing, and training departments. Typically, individuals and organizations revert to previously-learned behaviors in tough times; this usually means going through the process of carrying out tried-and-tested, though not necessarily logical responses to the problems put in front of them. Outcome: tea and sympathetic chat, and the Training team get their pink slips / P45s. …I reckon that this will be strategy undertaken by a significant number of organizations over the next year or so.

Sadly, it seems that my prediction was correct.

According to a recent Expertus/Training Industry, Inc. report: for 2009 over twice as many training professionals who responded to their survey said that they expected budget decreases rather than increases. Forty-eight percent expect their budgets to decrease in 2009, up from 41% in 2008. Less than one-fifth expect their budgets to increase in 2009, down from 31% in 2008. Similarly, since 2008 budgets were first approved, far more saw decreases (38%) than increases (11%) in funding and capital.

These data are reinforced by the findings of a 2009 Bersin & Associates study: B&A’s Karen O’Leonard indicated that the U.S. corporate training market shrank from $58.5 billion in 2007 to $56.2 billion in 2008, the greatest decline in revenue in over a decade.

In a 23 January 2009 press release, Josh Bersin himself stated that

…to reduce costs, companies are switching from e-learning [my italics] to coaching, collaboration and on-the-job training methods

The press release also states:

Today’s business world demands a combination of formal and informal learning with an emphasis on collaboration, knowledge sharing, social networking, coaching, and mentoring. While formal, instructor-led training is not going away, it is becoming a smaller and smaller percentage of training budgets.

This shift in organizations’ thinking and strategy merits discussion in it’s own right, so I will return to the topic once I have given it more consideration.

However, I have to say that I’m not encouraged by the inaccurate terminology Mr. Bersin used in the press release: I want to know – how do Bersin & Associates define ‘e-learning’? Based upon the above statement, collaboration and knowledge-sharing in particular, but also mentoring, coaching, and OTJ training are not categories of e-learning.

I’m sure you have your own favorite definition of e-learning – I’ve included mine below – but regardless of how you define it, you are in the e-learning domain if the learning materials are

• networked
• delivered to end-users via a computer using standard internet technology
• focused on the broadest view of learning

By e-learning, Bersin & Associates of course mean “e-training” – those superannuated, expensive page-turner style self-paced courseware libraries provided by vendors like SmartForce and HMH. You may argue that I am merely fussing over semantics, and that such terminology is unimportant. Tomayto / tomahto.

When questions are investigated using quantitative analysis, the Scientific Method is being used. Contingent with that is a healthy skepticism of the assumptions and conclusions made by the investigator. This is the essence of progress, acquiring new knowledge, or correcting and integrating previous knowledge. To be termed scientific, a method of inquiry must be based on gathering observable, empirical and measurable evidence subject to specific principles of reasoning and criticism.

In this context I would assert that precise categorization of terms is an essential part of communicating meaning accurately. If you consider that e-learning is

The continuous assimilation of knowledge and skills by adults stimulated by synchronous and asynchronous learning events – and sometimes knowledge management outputs – which are authored, delivered engaged with, supported and administered using internet technologies,

(Morrison, D. 2004, p.4)

then we must say that the Bersin statement contradicts itself.

Based upon the Bersin & Associates data (see Table 1), what seems to be occurring is a contraction in the use by organizations of one e-learning modality (the self-paced page-turner – in a sense the methodology most aligned with traditional instructor-led workplace learning), and the growth or expansion of a range of other modalities of e-learning, based upon non-formal and informal structures, Web 2.0 principles, and the removal of intermediaries in the workplace learning & development supply chain.

Table 1 Distribution of training categories (after Bersin & Associates, 2009)

More…
_____________________

References:

Bersin & Associates (2009) 2009 Corporate Learning Factbook Reveals 11% Decline in Corporate Training Spending [Internet] Available from: http://www.bersin.com/News/Content.aspx?id=8438 Accessed 24 January 2009

Expertus (2008) Measuring Learning as Budgets Tighten [Internet] Available from: http://www.trainingefficiency.com/system/files/Survey+Results_Learning+Measurement_+Expertus_Nov08.pdf Accessed 12 January 2009

Frauenheim, E. (2009) Training Is Taking a Beating in Recession, Studies Find Workforce Management. [Internet] Available from: http://www.workforce.com/section/00/article/26/12/95.php Accessed 23 January 2009

Morrison, D. (2004) E-Learning Strategies: how to get implementation and delivery right first time Chichester: John Wiley & Sons, Ltd.

Now read on…

Dr. Conrad Gottfredson, head of the Performance Support Lab & Seminar at the Masie Center, has described the requirement

for an orchestrated set of performance support tools to meet each learner’s moment of need

(2008, p.1)

He defines these as the Five Moments of Learning Need as:

1. When learning for the first time
2. When learning more
3. When remembering and/or applying what’s been learned
4. When things go wrong
5. When things change

He considers the requirement for a multi-channel publishing platform to ensure the currency of training information, as well as its relevancy to learners to be a central component of learning and development, particularly in the organizational context.

Similarly, with the emergence of the read/write web, the ability to contribute information and learning to the totality of an organization’s knowledge is quickly gaining value; as we move to a learning 2.0 paradigm, people are not just consuming, but also creating learning, and mobile technology is a being seen as a means to facilitate this learning modality.

According to the report,

…we see that, as Guild members become more experienced in e-Learning, they embrace new approaches to e-Learning more often than people with fewer years of experience. Survey results consistently show that experience in e-Learning encourages growth and experimentation, and does not foster complacency.

[However] a large number of eLearning Guild members seem stuck with the notion that “Mobile Learning” means taking existing training courses and delivering them on a small screen with little or no interactivity. … But some Guild members need to get out of the trench of thinking “m-Training” and think “m-Performance.”

(pp.6-7)

To support this assertion, Wexler et alia outline the growth in asynchronous learning modalities over the last decade, and note in particular the growth of podcasting and m-learning as content- and knowledge delivery channels (see Figure 1).

Figure 1. A comparison of selected training modalities

Based upon the evidence of the data collected in their survey, we can say that learning and development professionals are implementing e-learning-based training interventions almost as frequently as they rely on traditional classroom-based instructor-led training to deliver courses to learners.

The report also suggests that a competency in developing and delivering e-learning grows over time (and in experience), learning professionals implement non-traditional learning initiatives more frequently than heretofore (see Figure 2).

Figure 2. Use of m-learning delivery channels distributed by professional experience

More…

________________

References:

Wexler, S. Brown, J. Metcalf, D. Rogers, D. and Wagner, E. (2008) MOBILE LEARNING What it is, why it matters, and how to incorporate it into your learning strategy. [Internet] Available from: http://www.elearningguild.com (Subscription required) [Accessed 21 July 2008]

–

Now read on…

Dr. Conrad Gottfredson, head of the Performance Support Lab & Seminar at the Masie Center, has described the requirement

for an orchestrated set of performance support tools to meet each learner’s moment of need

(2008, p.1)

He defines these as the Five Moments of Learning Need as:

1. When learning for the first time
2. When learning more
3. When remembering and/or applying what’s been learned
4. When things go wrong
5. When things change

He considers the requirement for a multi-channel publishing platform to ensure the currency of training information, as well as its relevancy to learners to be a central component of learning and development, particularly in the organizational context.

Similarly, with the emergence of the read/write web, the ability to contribute information and learning to the totality of an organization’s knowledge is quickly gaining value; as we move to a learning 2.0 paradigm, people are not just consuming, but also creating learning, and mobile technology is a being seen as a means to facilitate this learning modality.

According to the report,

…we see that, as Guild members become more experienced in e-Learning, they embrace new approaches to e-Learning more often than people with fewer years of experience. Survey results consistently show that experience in e-Learning encourages growth and experimentation, and does not foster complacency.

[However] a large number of eLearning Guild members seem stuck with the notion that “Mobile Learning” means taking existing training courses and delivering them on a small screen with little or no interactivity. … But some Guild members need to get out of the trench of thinking “m-Training” and think “m-Performance.”

(pp.6-7)

To support this assertion, Wexler et alia outline the growth in asynchronous learning modalities over the last decade, and note in particular the growth of podcasting and m-learning as content- and knowledge delivery channels (see Figure 1).

Figure 1. A comparison of selected training modalities

Based upon the evidence of the data collected in their survey, we can say that learning and development professionals are implementing e-learning-based training interventions almost as frequently as they rely on traditional classroom-based instructor-led training to deliver courses to learners.

The report also suggests that a competency in developing and delivering e-learning grows over time (and in experience), learning professionals implement non-traditional learning initiatives more frequently than heretofore (see Figure 2).

Figure 2. Use of m-learning delivery channels distributed by professional experience

More…

________________

References:

Wexler, S. Brown, J. Metcalf, D. Rogers, D. and Wagner, E. (2008) MOBILE LEARNING What it is, why it matters, and how to incorporate it into your learning strategy. [Internet] Available from: http://www.elearningguild.com (Subscription required) [Accessed 21 July 2008]

–

mobile learning (m-learning) and mobile device adoption as an e-learning delivery mechanism in the future (video lectures, e-book reading, short message texting).

With the emergence of so-called ’smart’ mobile devices including the BlackBerry and the iPhone, the potential to deliver learning content via this channel provides some tantalizing opportunities for learning professionals to enable learners access information on-demand – and for the first time – On-the-Go.

Now read on…

I’ve been reviewing some of the literature on this topic over the last number of weeks, but before I elaborate on my conclusions, The E-Learning Guild in their usual timely fashion have released their latest 360 Report on the topic. In the report, Steven Wexler et al (in a potentially contentious move) define Mobile Learning as:

Any activity that allows individuals to be more productive when consuming, interacting with, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity, and fits in a pocket or purse.

(p.13)

My initial reaction to this definition is that it omits any reference to the acquisition of new skills, knowledge, or expertise via this learning channel. In my view this is a key aspect of any definition of e-learning; I elaborated on the topic in a series of blog posts at the beginning of 2008 (you can find out more by clicking here) when I endorsed Don Morrison’s definition of e-learning (including its subset m-learning) as:

The continuous assimilation of knowledge and skills by adults stimulated by synchronous and asynchronous learning events – and sometimes Knowledge management outputs – which are authored, delivered engaged with, supported and administered using internet technologies.

(2004, p.4)

As I said at the time, I’m open to debate on this definition, but I’ve still to find a more comprehensive definition of the discipline than the description as elucidated by Mr. Morrison.

But I digress.

The key findings of the E-Learning Guild research include:

• About 20% of E-Learning Guild members use podcasts “sometimes or often”
• 17% use m-Learning “sometimes or often” in their organizations.
• Members with seven or more year’s experience in e-Learning use Podcasts one third more frequently and m-Learning 26% more often than members with six or fewer year’s experience.
• Asia Pacific leads all geographic regions in m-Learning adoption, with 21% of members using Mobile Learning sometimes or often. Canada lags with nearly 11%.
• 37.5% of Guild members completing the Mobile Learning survey indicate they plan to do more m-Learning in the next year.
• Blackberry is the most popular development platform with about 47% of Guild members that plan to implement m-Learning targeting Blackberry devices. Windows Mobile is next with 27%, followed by the iPhone with 15%.
• Over 80% of Guild members that have implemented m-Learning have seen improvement in learner/user access and availability.
• Nearly 60% of Guild members that have implemented m-Learning have seen improved user performance.

More…

________________

References:

Morrison, D. (2004) E-Learning Strategies: how to get implementation and delivery right first time, Chichester: John Wiley & Sons, Ltd.

Wexler, S. Brown, J. Metcalf, D. Rogers, D. and Wagner, E. (2008) MOBILE LEARNING What it is, why it matters, and how to incorporate it into your learning strategy. [Internet] Available from: http://www.elearningguild.com (Subscription required) [Accessed 21 July 2008]

–

mobile learning (m-learning) and mobile device adoption as an e-learning delivery mechanism in the future (video lectures, e-book reading, short message texting).

With the emergence of so-called ’smart’ mobile devices including the BlackBerry and the iPhone, the potential to deliver learning content via this channel provides some tantalizing opportunities for learning professionals to enable learners access information on-demand – and for the first time – On-the-Go.

Now read on…

I’ve been reviewing some of the literature on this topic over the last number of weeks, but before I elaborate on my conclusions, The E-Learning Guild in their usual timely fashion have released their latest 360 Report on the topic. In the report, Steven Wexler et al (in a potentially contentious move) define Mobile Learning as:

Any activity that allows individuals to be more productive when consuming, interacting with, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity, and fits in a pocket or purse.

(p.13)

My initial reaction to this definition is that it omits any reference to the acquisition of new skills, knowledge, or expertise via this learning channel. In my view this is a key aspect of any definition of e-learning; I elaborated on the topic in a series of blog posts at the beginning of 2008 (you can find out more by clicking here) when I endorsed Don Morrison’s definition of e-learning (including its subset m-learning) as:

The continuous assimilation of knowledge and skills by adults stimulated by synchronous and asynchronous learning events – and sometimes Knowledge management outputs – which are authored, delivered engaged with, supported and administered using internet technologies.

(2004, p.4)

As I said at the time, I’m open to debate on this definition, but I’ve still to find a more comprehensive definition of the discipline than the description as elucidated by Mr. Morrison.

But I digress.

The key findings of the E-Learning Guild research include:

• About 20% of E-Learning Guild members use podcasts “sometimes or often”
• 17% use m-Learning “sometimes or often” in their organizations.
• Members with seven or more year’s experience in e-Learning use Podcasts one third more frequently and m-Learning 26% more often than members with six or fewer year’s experience.
• Asia Pacific leads all geographic regions in m-Learning adoption, with 21% of members using Mobile Learning sometimes or often. Canada lags with nearly 11%.
• 37.5% of Guild members completing the Mobile Learning survey indicate they plan to do more m-Learning in the next year.
• Blackberry is the most popular development platform with about 47% of Guild members that plan to implement m-Learning targeting Blackberry devices. Windows Mobile is next with 27%, followed by the iPhone with 15%.
• Over 80% of Guild members that have implemented m-Learning have seen improvement in learner/user access and availability.
• Nearly 60% of Guild members that have implemented m-Learning have seen improved user performance.

More…

________________

References:

Morrison, D. (2004) E-Learning Strategies: how to get implementation and delivery right first time, Chichester: John Wiley & Sons, Ltd.

Wexler, S. Brown, J. Metcalf, D. Rogers, D. and Wagner, E. (2008) MOBILE LEARNING What it is, why it matters, and how to incorporate it into your learning strategy. [Internet] Available from: http://www.elearningguild.com (Subscription required) [Accessed 21 July 2008]

–

None more true than today: for some obscure reason I Googled “elearning” + “boat.” Now while I’m a pretty good swimmer, but I hail from a land-locked county and never had any affinity for boats and whatnot. (I did watch The Cruel Sea recently, so maybe…). But I digest.

One of the search results was for the veritable How Stuff Works site’s How E-learning Works page, and I have to say that it was a good an introduction to e-learning as I’ve seen (and better than some from people who should know more about the topic).

The article characterizes e-learning under the following topic headings:

• Introduction to How E-learning Works
• What is E-learning?
• Levels of e-learning
• The Psychology of Learning
• E-learning and Retention
• Self-paced
• Interactive & Motivating E-learning
• Benefits of E-learning
• E-learning Tips
• E-learning and College Courses
• E-learning Tools

Check out the site for an illuminating ten minutes’ reading.
–

None more true than today: for some obscure reason I Googled “elearning” + “boat.” Now while I’m a pretty good swimmer, but I hail from a land-locked county and never had any affinity for boats and whatnot. (I did watch The Cruel Sea recently, so maybe…). But I digest.

One of the search results was for the veritable How Stuff Works site’s How E-learning Works page, and I have to say that it was a good an introduction to e-learning as I’ve seen (and better than some from people who should know more about the topic).

The article characterizes e-learning under the following topic headings:

• Introduction to How E-learning Works
• What is E-learning?
• Levels of e-learning
• The Psychology of Learning
• E-learning and Retention
• Self-paced
• Interactive & Motivating E-learning
• Benefits of E-learning
• E-learning Tips
• E-learning and College Courses
• E-learning Tools

Check out the site for an illuminating ten minutes’ reading.
–

By adapting the well-known learning curve, I developed a conceptual model that maps Bloom’s Taxonomy of Learning Objectives to learner requirements as they progress along the curve (see Figure 1).

Figure 1. Learning Curve model aligning Bloom’s Taxonomy and components of the E-learning Ecosystem

In today’s blog post, I’ll look at preconditions for introducing learning modalities to this model.

Now read on.

There are two components involved in investigating this aspect of e-learning as a means to enhance knowledge worker performance:

1. E-learning tools and technologies
2. Applying effective learning modalities to learning requirements

E-learning tools and technologies

In their influential white paper Powering the leap to maturity: The eLearning ecosystem, Dillon & Hallet define the concept of the “E-learning EcoSystem.” The authors assert that a “blended approach” where instructor-led resources are deployed at the earliest stages of a learner’s development, and increasingly, e-learning solutions are implemented as the learner develops.

With Web-based training, as with its manual counterpart in the classroom, the zone of applicability is actually quite limited. The only time it makes sense to pull workers off their jobs for training is limited precisely to those times when no other alternative will suffice. Off the- job forms of training make good business sense only when workers are at the bottom of the learning curve and are not yet equipped to perform at any acceptable level of competence.

Through “pervasive connectivity” (p.19), characterized by the growth of deployment of corporate portals and intranets, as well as learning support technologies such as content management systems and knowledgebases, and is the foundation for their e-learning ecosystem. In my view, the choice of terminology that the authors use is interesting; by employing the term ecosystem -

a system whose members benefit from each other’s participation via symbiotic relationships… It is a term that originated from biology, and refers to self-sustaining systems,

they imply that the nature (no pun intended) of organizations parallels complex natural systems. Similarly, a functioning learning ecosphere holistically supports a diverse range of learning modalities which enable the learner to thrive in the corporate environment.

As workers move up the e-learning curve, they quickly leave the relative isolation of pure asynchronous courseware. Initially, they enter the more richly supported environment of the online university, backed by an enterprise-level learning management system.

Progressing along the curve, the authors note the introduction of just-in-time forms of learning content delivery.

As we move even further up the e-learning curve we encounter yet another interesting revelation. Most of the learning technologies at this end of the curve are not generally recognized as “learning” technologies at all. Rather, such items as collaboration tools and intelligent search are more typically thought of as knowledge management technologies. Deploying and utilizing these types of tools are what differentiates an employee from a “performer.”

Having characterised the e-learning ecosystem, Dillon & Hallet define the components of it:

• Web-base training
• Online university
• Learning Objects
• Electronic Performance Support Systems
• Collaboration
• Intelligent Search

As they suggest, these components “put the ’system’ in ecosystem” – a statement that I would suggest is doubly true: by describing the technologies (and to a lesser extent on technology and learning solutions vendors) in their white paper, they neglect to lend appropriate weight to how these systems are implemented.

More.

FÓGRA: Malinka Ivanova of the Technical University in Sofia has an interesting perspective on this topic. Click here to find out more.
_____________________

References:

Definition of “Ecosystem.” Learnthat.com. [Internet] Available from: http://www.learnthat.com/define/view.asp?id=302 Accessed 30 May 2008.

Dillon, P. & Hallett, C. (2001, October). Powering the leap to maturity: The eLearning ecosystem. Cisco Systems white paper.

–

By adapting the well-known learning curve, I developed a conceptual model that maps Bloom’s Taxonomy of Learning Objectives to learner requirements as they progress along the curve (see Figure 1).

Figure 1. Learning Curve model aligning Bloom’s Taxonomy and components of the E-learning Ecosystem

In today’s blog post, I’ll look at preconditions for introducing learning modalities to this model.

Now read on.

There are two components involved in investigating this aspect of e-learning as a means to enhance knowledge worker performance:

1. E-learning tools and technologies
2. Applying effective learning modalities to learning requirements

E-learning tools and technologies

In their influential white paper Powering the leap to maturity: The eLearning ecosystem, Dillon & Hallet define the concept of the “E-learning EcoSystem.” The authors assert that a “blended approach” where instructor-led resources are deployed at the earliest stages of a learner’s development, and increasingly, e-learning solutions are implemented as the learner develops.

With Web-based training, as with its manual counterpart in the classroom, the zone of applicability is actually quite limited. The only time it makes sense to pull workers off their jobs for training is limited precisely to those times when no other alternative will suffice. Off the- job forms of training make good business sense only when workers are at the bottom of the learning curve and are not yet equipped to perform at any acceptable level of competence.

Through “pervasive connectivity” (p.19), characterized by the growth of deployment of corporate portals and intranets, as well as learning support technologies such as content management systems and knowledgebases, and is the foundation for their e-learning ecosystem. In my view, the choice of terminology that the authors use is interesting; by employing the term ecosystem -

a system whose members benefit from each other’s participation via symbiotic relationships… It is a term that originated from biology, and refers to self-sustaining systems,

they imply that the nature (no pun intended) of organizations parallels complex natural systems. Similarly, a functioning learning ecosphere holistically supports a diverse range of learning modalities which enable the learner to thrive in the corporate environment.

As workers move up the e-learning curve, they quickly leave the relative isolation of pure asynchronous courseware. Initially, they enter the more richly supported environment of the online university, backed by an enterprise-level learning management system.

Progressing along the curve, the authors note the introduction of just-in-time forms of learning content delivery.

As we move even further up the e-learning curve we encounter yet another interesting revelation. Most of the learning technologies at this end of the curve are not generally recognized as “learning” technologies at all. Rather, such items as collaboration tools and intelligent search are more typically thought of as knowledge management technologies. Deploying and utilizing these types of tools are what differentiates an employee from a “performer.”

Having characterised the e-learning ecosystem, Dillon & Hallet define the components of it:

• Web-base training
• Online university
• Learning Objects
• Electronic Performance Support Systems
• Collaboration
• Intelligent Search

As they suggest, these components “put the ’system’ in ecosystem” – a statement that I would suggest is doubly true: by describing the technologies (and to a lesser extent on technology and learning solutions vendors) in their white paper, they neglect to lend appropriate weight to how these systems are implemented.

More.

FÓGRA: Malinka Ivanova of the Technical University in Sofia has an interesting perspective on this topic. Click here to find out more.
_____________________

References:

Definition of “Ecosystem.” Learnthat.com. [Internet] Available from: http://www.learnthat.com/define/view.asp?id=302 Accessed 30 May 2008.

Dillon, P. & Hallett, C. (2001, October). Powering the leap to maturity: The eLearning ecosystem. Cisco Systems white paper.

–

• entry-level or new hire orientation and competency building
• internal transfers to a new discipline (i.e. the worker moves from Production to QA)
• retraining on a new production system (i.e. a new type of widget-making tool or a new software system)
• employee career advancement (i.e. from individual contributor to manager)

Psychology tells us that the learning curve obeys what is called a power law (Ritter & Scholler, 2002).

As such they are often said to conform to “the power law of practice”. Cognitive psychology has shown that the power law of practice is ubiquitous, and cognitive modeling has explained both the general speedup and variability in performance.

So, as a worker learns a task, skill, or process (”progresses along the learning curve”), their competency improves and productivity increases with some variations but broadly within generally accepted parameters.

As workers advance from their neophyte status, they begin to attain what Marc J. Rosenberg (2006) calls “performer” status; the are transitioning from being Novice to Competent, along a path that will enable them to become Experienced, until they achieve Expert (or Master) status.

We can also say that once a worker reaches a certain level of competence, their learning needs are met less by generic courses and curricula, and more by specific, even personalized, learning interventions such as task/skill practise and coaching, access to knowledge and performance resources, and collaboration and problem solving (see Figure 1).

As an extension of this (and effectively demonstrated by Rosenberg), organizations failing to move beyond the classroom or traditional CBT-type courseware for their ongoing learning and development needs, are probably impeding the development of their workers, as well as negatively affecting their (the organization’s) own potential (see Figure 2).

In order to provide effective learning and performance support to workers after they become competent, organizations must strive to develop their workers’ skills as employees undertake their regular workplace activities. It is my view that this level of performance support can only be provided through access to networked knowledge assets.

And that is what I’ll be discussing tomorrow.
______________________

References:

Dillon, P. & Hallett, C. (2001, October). Powering the leap to maturity: The eLearning ecosystem. Cisco Systems white paper.

Ritter, F. E., & Schooler, L. J. (2002). The learning curve. In International encyclopedia of the social and behavioral sciences. 8602-8605. Amsterdam: Pergamon.
[Internet] Available from: http://www.iesbs.com/ Accessed 27 May 2008.

Rosenberg, M. J. (2006) Beyond e-Learning. San Francisco, CA: John Wiley & Sons, Inc.

–