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The purpose of this paper is to evaluate learners' attitudes to the use of simulation‐based e‐learning as part of workplace learning when socially situated interaction and blended learning are specifically included in the instructional design.

Responses to a survey questionnaire of 298 sales personnel were collected and analysed. Additionally, quantitative and qualitative data from 37 sales directors were obtained to further address the research question.

It was found that a majority of the participants conveyed improvement in their overall level of customer service skills applied in their own work tasks. In addition to the on‐line simulation being an engaging and fun way of learning, the socially situated interaction and blended delivery of the training program encouraged and facilitated discussion and fruitful debates about customer service in the workplace.

This study was limited by its potentially non‐representative sample, representing those who voluntarily participated to improve their sales and customer service skills in one chain bookstore.

A high rate of positive participant responses is attributable to the proper opportunity to supplement learning with practice, achieved through the design features of the program. The work has relevance for other corporate training providers considering incorporating live facilitation into on‐line simulation solutions.

Previously, not much attention has been paid to the use of a coach physically present working with learners using on‐line simulation‐based training, nor to differential benefits such arrangements may provide. Nor were many practical examples of socially situated e‐learning found in the literature. Feedback from both sales personnel and their directors provided a unique opportunity to analyse a work‐based training program using such arrangements.

This paper aims to understand the situational appropriateness of adopting e‐learning for the in‐house company qualification, and more specifically to compare the benefits of studying online to more traditional way of studying with print material.

At the end of seven months study, final test results for company certification were collected and analyzed. Additionally, quantitative and qualitative data from the 59 employees' individual learning experiences were obtained to address the research questions.

The paper finds that the first year's experiences of using e‐learning course were mostly positive. The results showed that participants learning online gained similar or slightly better learning outcomes than those who used the print material. Those learning online earned the certificate in less time in comparison with those studying the print version.

The present study is limited by its small and potentially non‐representative sample, representing those who voluntarily participated to work towards the in‐house qualification.

The practical implications of the results include integrating e‐learning into the real workplace environment. When enough attention is paid to the course design, e‐learning provides good possibilities for effective use of employee time. The work has relevance for other corporate training providers considering incorporating e‐learning into their professional development programs.

Not many companies who have moved traditionally delivered programs online, have been able to compare groups of employees who have studied from text‐based material with those who have taken the online version. Two separate research processes implemented provided a unique opportunity to analyze work‐based learning outcomes.

Provides a summary of a five‐day workshop held in Istanbul, organized by the International Center for Research on Women. Focuses on the potential for organizing women home‐workers, increasing the visibility of this group and strategies for implementing the International Labour Organisation’s convention on Homework in Turkey.

The paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The company learning “Valio Certificate” has been running since 1988 in print form, however a learning review was undertaken in 2002 and it was decided to run an online version alongside. A study was conducted in which users of both learning systems analyzed their learning to determine which was the more successful.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

I have been asked by Professor Lonnie Athens to shed light upon those parts of my academic career that may be of interest to sociologists working within the tradition of symbolic interactionism. With this in mind, the present essay offers an account of how I became a scholar whose main focus has for many years been the philosophy and social psychology of George Herbert Mead (1863–1931).

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.