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The aim of this paper is to discuss the key issues of deployment for large enterprises keen to adopt new web‐based learning techniques.

This paper complements the writer's own expertise with external research and reference to large enterprise scale e‐training deployments recently implemented for global companies, including PepsiCo.

The paper finds that big business is waking up to the efficiency and cost benefits of wide‐scale e‐learning deployment.

This paper launches the debate for enterprise wide e‐learning architectures in large companies.

Over the past three years, the rapid e‐learning market has grown to represent a significant portion of e‐learning content. Rapid e‐learning is generally used to describe e‐learning programs that can be developed quickly and inexpensively. Industry guidelines suggest that traditional e‐learning projects produced in‐house can take 10‐plus weeks from conception to final publishing. Rapid e‐learning is designed to reduce this to several weeks.

The paper aims to reveal how rapid e‐learning technologies are allowing organizations to introduce e‐learning into situations where inflexibility and cost would have previously precluded their use.

The paper provides a case study of Everyday Financial Solutions (EFS) which, together with Atlantic Link Ltd, won a UK National Training Award based on its experience in implementing e‐learning using rapid e‐learning authoring tools.

The case study reveals that induction training is now e‐learning based as is Financial Services Authority compliance training. EFS invested around £60,000 in products and induction training, but in two years since 2005 it is estimated that the reduction in design and delivery durations has saved £127,000. In addition, the need to create training environments has been removed and EFS training has saved more than £500,000 in IT effort.

The paper describes how the success of the training is being shown throughout the business in improved staff retention and development.

The paper argues that the flexibility of self‐authored e‐learning means that EFS has a considerable competitive advantage when bidding for third‐party work.

The purpose of this paper is to understand the market for various e-learning platforms existing globally. The global pandemic transformed the traditional education sector into an e-learning industry and impacted the digital education sector proportionally. The wide impact on people to maintain a social distance shortened the space and enhanced student engagement with digital screens. The merchandise of electronic gadgets and e-learning platforms boosted global revenues ever before.

A digital data analytical tool retrieved the data for e-learning companies. While screening companies, the authors came up with more than 150 and later narrowed it to 71. Furthermore, revenues and market capitalisation data were collected from open-source websites of respective e-learning platforms at national and international stock exchanges. The data from the year 2018 to 2021 was used to predict the compound annual growth rate (CAGR) of the 2022–2027 market value of e-learning companies. The demographics of the statistical data were plotted using GraphPad Prism and Python Plotly. Also, the study attempted to underpin the association of annual revenue with market capitalisation for e-learning companies using Statistical Package for the Social Sciences (SPSS).

The financials of the e-learning platforms were compared from 2018 to 2021 based on the stock market exchange, which showed a gradual increase in revenues and influenced the market capitalisation by the 2022 financial year. Also, simultaneously validating the CAGR of 13.16%, the expected revenues from 2022 to 2027 were $830bn. The data plotted on the atlas choropleth exhibiting the e-learning users increased globally by 2022. The Web traffic data validated by the browsing gadget helped to validate the increase in revenues of the electronic gadget companies.

To the best of the authors’ knowledge, this is one of the pioneer studies postulating the study of e-learning demographics comparing the e-learning influence on the global digital market, Web user traffic and the education sector. The demographics of e-learning users by age, gender and gadget distribution validate the e-learning induction globally.

The combination of the demand for access to continuous, flexible education and training, and the arrival of the increased bandwidth of more powerful information and communication technologies is stimulating extensive corporate developments in the e‐learning industry. Strategic alliances of leading universities, e‐learning and technology companies are forming to provide online delivery of sophisticated, media rich, interactive education and training on a global basis. Hundreds of e‐learning companies are competing in this new marketspace with content, technology and services. Major companies are establishing their own corporate universities. The question is whether the potential for interactive online knowledge communities is achieved, or if this new technology is primarily employed in relatively routine skills training.

The purpose of this paper is to provide learning and development professionals with a succinct overview of what they should expect from any rapid e‐learning software.

Provides a viewpoint on rapid e‐learning software.

The paper makes a sound case for investment in rapid e‐learning software. It cites a number of key drivers including the ever‐reducing lead times for new e‐learning; the savings that can be made and the control that can be regained by developing product in‐house. Any rapid authoring tool should enable the user to create a simple course within minutes of launching the software. In addition, it should provide the following features as a minimum: intuitive user interface; interactivity with other applications; options for collaborative working – e.g. server side development; accessibility and good after sales support. The paper goes on to explore some of the additional characteristics that provide greater value and emphasizes the speed at which these products are changing, making it imperative that learning and development professionals keep themselves up to date with the changing marketplace.

For anyone looking to source authoring tools, this article gives invaluable advice on the features any purchase should provide. It will particularly assist those with little experience in the area as well as providing timely reminders and suggestions for those more familiar with the world of e‐learning software.

It highlights the benefits and features that should without question be incorporated into any rapid e‐learning software and identifies a number of examples of added value features that buyers should look out for.

The purpose of this paper is to describe how rapid e‐learning helped imaging‐products manufacturer Canon to train more than 500 sales staff, from various countries, in the key messages and approach they would need to operate successfully at the world's biggest media and print fair.

The paper explains the background to the training, the form it took and the results it achieved.

The paper reveals that Canon and e‐learning specialist Kineo used a rapid e‐learning approach to deliver three key objectives: an engaging e‐learning design that reflected Canon's values; a fast‐track collaborative development process; and a fast, low‐cost delivery model that tracked progress.

The paper shows that the project involved the development and delivery of an engaging, high‐quality piece of e‐learning in two languages and the development and deployment of a Moodle learning‐management system in three‐and‐a‐half weeks.

The paper describes a learning method with a wide range of possible applications in society.

The paper explains how e‐learning can quickly train large numbers of geographically dispersed employees to carry out a specific task with a high degree of competence.

The aim of this paper is to link two sides of knowledge transfer (obtaining and providing knowledge), represented by the interplay between experts and novices, possibilities of technical support, and individual and organizational outcomes. An heuristic is developed to link up these different aspects and focus on practical application of some of them; the authors seek to answer the following research question: how can the organization support activities that would encourage knowledge transfer between novices and experts?

The authors used interviews, document collection, and observations on‐site to gain insights into knowledge management and e‐learning activities at Lufthansa, a German airline company, beginning in 2004, with the first qualitative investigation, in the form of telephone interviews. Over the following six years, the authors followed up with archival analysis and in 2010 conducted interviews with four experts who are responsible for knowledge management and e‐learning at the group level at Lufthansa. All interviews were recorded, transcribed and coded, then a qualitative content analysis was conducted. The interviews were complemented by several demonstrations of the system during a visit on‐site.

Every person can be simultaneously a novice and an expert in different fields of knowledge. Novices and experts need organizational leeway which allows time for creating “knowledge nuggets” (providing knowledge) and for learning (obtaining knowledge). The Lufthansa example shows that organizational leeway, the convergence of e‐learning and knowledge management in the form of rapid e‐learning, and introduction of knowledge transfer methods that provide opportunities for employees to obtain and provide knowledge, i.e. practice knowledge transfer on the job.

The contribution of this paper is that the authors develop an heuristic, which explains technically supported knowledge transfer processes among novices and experts, and their individual and organizational outcomes. The heuristic helps to classify knowledge transfer processes and their outcomes.