Valuing the adult learner in e‐learning: part two – insights from four companies

Abstract

Purpose

To investigate how the adult learner is valued in e‐learning corporate settings.

Design/methodology/approach

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Findings

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

Research limitations/implications

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

Practical implications

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Originality/value

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.

Citation

Waight, C.L. and Stewart, B.L. (2005), "Valuing the adult learner in e‐learning: part two – insights from four companies", Journal of Workplace Learning, Vol. 17 No. 5/6, pp. 398-414. https://doi.org/10.1108/13665620510606805