Moreover, the deployment of e-learning for the teaching of 'soft' interpersonal management skills is increasing, as more soft skills content is made available and the confidence of training managers in the effectiveness of online learning has improved.
According to Roberts (2006), many online learners neglect their courses complaining that they don't have enough time as some of the courses could only be viewed on the company's intranet and the distraction from the other colleagues made it impossible to complete the course during working hours. The importance of completing the course was not clearly emphasised by the management and the immediate supervisor and the course instructor did not check on the learners' performance thus resulting in de-motivation for the students.
The courses were poorly designed and certain aspect of the modules weren't relevant to the employees' job. The course could not be customised according to the learners preference, for instance they were not given a choice of information delivery, i.e. in audio or text.
The e-learning technology is new to most of the emp...
the employees and a shocking number of them did not know how to go about using the programme as the guidelines were brief and insufficient especially to the computer illiterates. The students could not depend on their instructors as some then were inexperienced, thus they were not an ideal source of knowledge for the students.
Furthermore, many corporate learners felt isolated during the learning process. Especially those who underwent asynchronous course left rather distant and boredom began to envelope them, whereas in synchronous courses, employees completion rate were by far much better. At Sun Microsystems and NYUonline completion rates rose up to 75% with synchronous courses, however, the remaining students felt that the participation level of interaction and collaboration was low.
To further enhance Barab (2000) findings, both The Learning Guild (2003), and University of Glasgow (2003) had used Vincent Tinto's Retention Model to explain that learners withdraw from their courses either from academic or social integration. Academic integration is when they decide whether the subject is of their interest, is it enjoyable, it provides career development and are they currently satisfied with their results. Social integration refers to the peers that the students have discussion with, are they comfortable with them and their relationship towards instructors. Having a positive academic and social integration would result in a strong likelihood of course completion. (Tan, 2005)
In order to overcome the alarming rate of student attrition, it is essential to analyse the notion of how adults learn. By understanding the concepts in various adult learning theories, companies will have the opportunity to design a course that would provide learners with a more meaningful