SUMMARY - Analysing problems in ICT based learning in SMEs: Infrastructure

The analytical study was developed in the framework of the ICT-VET project, targeted at the advancement and dissemination of understanding and knowledge of the use of ICT (e-Learning) for vocational training and learning in SMEs.

The methodological approach followed in the analytical study on infrastructure followed a series of different steps: In order to identify strengths and weaknesses in the infrastructure of SMEs it was necessary to define different methods of e-learning as they have very different demands on “infrastructure”. Based on the identified elearning methods an outline of basic necessities on the basis of literature and system requirements of elearning products (vendor information on CBTs, LMS) has been set up. The necessities outlined in the first phase have been mapped against the research results gathered in the ICT-VET project. Empirical research in the project included focus groups, literature research, case studies, a business survey in seven countries in Europe. Additionally other external data has been taking into consideration where appropriate or necessary. At the end of the analytical study conclusions are presented.

• what is meant by the term e-learning;
• the different methods of e-learning;
• the infrastructure necessary for these different methods.

Overall the term e-learning is used for a variety of methods of learning and teaching which are supported and enabled by information and communication technologies (cf. Revermann 2004). The focus of the research community on ICT supported learning process has been widened in recent years taking into account more informal ways of ICT supported learning, e.g.:

• the use of learning media that has not been explicitly designed for learning purposes, e.g. desktop computer at the workplace and software installed on it;
• the use of the internet and search engines for information retrieval and informal learning;
• the self-organised exchange of data and information by the use of different communication tools and methods.

Therefore in the study a broad spectrum of e-learning has been taken into account ranging from a very informal way of learning (e.g. by the continuous search for information at the workplace) to formal online trainings:

• e-learning near / at the workplace based on ready made media (Computer Based Trainings);
• e-learning near / at the workplace oriented towards classroom style of learning (exchange with others, e-moderators, e-coaches);
• learning processes taking place at working places (esp. on knowledge intense) without learners learning explicitly, i.e. informal learning (cf. Reglin 2004, p.3).

A forward-looking perspective of informal e-learning can be seen in the exchange of experts on work related issues in the form of online communities. They offer the possibility to mediate knowledge, experiences and tips on working issues “online”, communicate with persons interested in this information and further develop and elaborate on them. In such an exchange amongst experts the difference between trainer/teacher and learner is repealed to a large extent. Learners are able to get immediate solutions for problems in their working tasks (cf. Hahne 2004).

In summarising the results of the different data sources it became obvious that employees of SMEs are rarely offered the opportunity of structured corporate training or further education respectively. The main reason for that is that the majority of SME do not have their own internal training department. Moreover, their human resources development cannot be compared to a large-scale enterprise’s. Additionally, further education is rarely regarded as part of the added value of corporations (cf. MMB 2004).

Michel (2004) concludes that SMEs often cannot handle internal training adequately. He furthermore states that certain SMEs do possess the competence to offer their employees training supported by e-learning technologies. A successful implementation of these technologies, however, mainly depends on their cost-effectiveness as well as their user-friendliness. The latter is especially relevant to employees of SMEs, since they often have very restricted knowledge of computers and require learning assistance by tutors (cf. MMB 2004).

Conclusions on the stage of development of corporations, with respect to new media and a possible implementation of e-learning, can be drawn from the corporate use of information and communication technology (ICT). According to the European e-business survey (cf. EBW 2003 and EBW 2005) computers and internet connections are widespread within the EU. It is furthermore stated that the basic level of provision of computers and internet has reached its upper limit in the most advanced countries. The authors consequently conclude that those enterprises without internet connections at the time of the survey will continue to stay offline in the future. Those enterprises are mainly so called “micro-enterprises” with less than five employees, which could not generate added value through the use of online technologies.

The widespread corporate use of computers and the internet within the EU, basically, constitutes a central basis for the application of corporate ICT based learning. These figures, however, do not give any or only little information on the quality of the used infrastructure. Many enterprises cannot keep up with the fast pace of development on the software- and hardware-market, which can lead to the use of dated hardware. Positively SMEs show a trend towards broadband connections. This in turn could be seen as a basis for future implementations of e-learning applications or more possibilities for informal ICT based learning processes.

Because of the widespread use of computers, E-mail and the internet have become everyday applications; intranets/extranets are also on the rise. Most enterprises, at the same time, have implemented Local Area Networks (LAN) as well as Wide Area Networks (WAN). Enterprises with a small number of employees are again behind in this respect (cf. EBW 2005).

Further findings of the European surveys showed that most enterprises profit from the implementation of ICT and are thus able to organize their internal work flow more efficiently. This process does not necessarily require expensive and special software, but can be supported by simple applications. These applications are rather cost-effective and can be easily implemented, which enables SME to make use of them, also for learning processes. However, it is again mostly large-scale enterprises, which make use of these applications, because in general the larger the enterprise the larger the benefit from IT-supported work flows.

The findings of the survey illustrate that IT-applications are especially used to support the joint handling of documents or collaborative work processes in general respectively. Furthermore, it is evident that formal e-learning plays a rather minor role; the share of enterprises using e-learning increases with their size. Only 6% of small enterprises and 12% of medium-sized enterprises apply e-learning (cf. EBW 2003). The findings confirm that other business processes have higher priority, also within large-scale enterprises. No real indication can be given to what extent ICT is used for informal learning processes. Data on the available hard- and software and internet connections give hints but do not allow definite statements.

ICT based learning in general adds to the flexibility, especially in the field of corporate learning. Yet, great efforts will be needed, in order to make electronic learning more attractive to a wider user group. SME, in particular, need to create corresponding frameworks for the implementation of ICT supported learning. Otherwise, they will not be able to participate in the advantages of e-learning.

Increase in mobility

Labour mobility and consequently the distance between one’s workplace and one’s home continue to rise. Job specialisation, the desire for self-fulfilment, and the frequent change of jobs lead to a rising number of commuters. Especially for the group of commuters mobile learning could be an attractive option, since many of them are already equipped with notebooks, PDAs or mobile phones. Particularly in the field of mobile learning, however, there is a lack of learning arrangements and contents. The development of e-learning applications for corporate training, which can be used on mobile devices like notebooks and PDAs, thus, seems to be above all desirable (cf. Michel 2004).

Increasing home use of the internet

Employees not only use the internet at their workplace, but increasingly at home. E-learning offers, however, are mainly applied at the workplace rather than at home or in one’s spare time. In order to make further education in connection with e-learning more attractive in a private context, Michel (2004) advises to develop arrangements for the allowability of time spent on further education and training in private surroundings. Thus, e-learning could play a more prominent role also off the job. The prerequisite for such arrangements, however, is the acquisition or increase respectively of self-learning competence.

Broadband use in SME

Broadband connections can be regarded as a prerequisite for many e-learning applications, because of their potential offer of a variety of communication technologies like audio- and video-conferencing. SME, basically, show a strong trend towards broadband connections (cf. EBW 2003 and EBW 2005). Yet, enterprises still lag behind private users with respect to the bandwidth of their connections. Thus, additional initiatives to make broadband connections more attractive are needed. Consequently, broadband use in SME ought to be increased (Der Standard 2004).

SME networks and portals

Because of the fact that many small enterprises cannot or do not want to afford the rather expensive e-learning infrastructure, a number of networks and portals have been developed, in order to “share” the costs of e-learning. Besides the opportunity to use the joint technological infrastructure and attractive e-learning offers of a high quality, these networks offer the participating enterprises a number of further helpful services, like support and counselling for the implementation of e-learning.

Organisational change

The implementation of e-learning and a learning culture that supports ICT-based informal learning often require a reorganisation of the corporate training program as a whole (in case corporate training already exists). Moreover, a target-oriented change, regarding the significance of corporate learning and a learning culture, is vital, and implies much more than the implementation of new technology. In order to guarantee a successful integration of e-learning in corporate surroundings, the management, trainers as well as the human resources development department need to be convinced of the advantages e-learning offers. Furthermore, employees need to be involved in the implementation process, and self-directed learning at the workplace as well as in one’s spare time has to be practiced (cf. Bellinger & Krieger 2004).

In many cases, experienced in the course of the project, technology or the costs related to technology respectively do not constitute the central problem. It is rather learners, branch-specific requirements, organisational structures, and the corporate learning culture that can be seen as barriers to a successful implementation of e-learning. These factors can be regarded as a further infrastructural area that needs to be looked at more closely in future research, in order to improve the general framework for ICT-based learning in SME. Basically, the successful establishment of computer- and web-based corporate learning requires a change, regarding the significance of corporate learning in general, and the personal as well as organisational learning culture. E-learning, thus, cannot be seen as a ready-to-use technology, but as a learning concept that requires a general organisational framework as well as establishment within a corporation (cf. Fromm 2003). Many enterprises, however, still do not meet these requirements.

Literature

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