Effective implementation of e-learning: a case study of the Australian Army
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AbstractPurpose This case study identifies factors influencing the implementation of e-Learning within the Australian Army training context. Design/methodology/approach A grounded theory approach (Glaser & Strauss, 1967) was used to gain an understanding of the concerns of stakeholders involved in e-Learning implementation This research included interviews with Army managers, course developers, instructional designers and instructors. Findings The main factors that were important for respondents involved in e-Learning management, design, development and delivery could be identified. This case study demonstrates the importance of maintaining focus on organisational priorities and learning goals while meeting the demands of change pressures. Research limitations/implications This is an initial study to gain an overview of the main issues. More research will be required to understand the Army’s e-Learning context and to confirm these findings. Further research will include other stakeholders, including trainees’ perspectives and extend to other Army sites. Practical implications For effective implementation there needs to be a process of continual adaptation and alignment of e-Learning to reflect changing demands while meeting the priorities of the organisational culture and learners’ needs. Originality/value This paper analyses the first independent external research into e-Learning in the Australian Army. Although this is a specialised context for e-Learning, the issues raised in this case study will inform research into other workplace e-Learning projects.