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Characterizing E-Learning Networked Environments
Abstract
As computer networks evolve, the variety and quantity of machines available and the quantity of links used is increasing. In fact, each type of network has its own specific logical setting, switching mode, data format and level of quality of service (QoS). This explains, in part, the existence of heterogeneous environments for public and private networks of boundless dimensions giving rise to many problems of incompatibility (Stav & Tsalapatas, 2004). E-learning environments must address such problems. Many problems remain to be solved before e-learning is widely adopted and deployed by organizations. Initial training in the public education sector, professional training, and personal training at home are merging. Any useful, computer-based training solution must provide flexible learning systems, outside and inside the education system, before, after and during office hours. In all sectors, simplistic or inefficient use of the Web has yet to be overcome in order to offer an interesting alternative to the eyes of the client organizations. Currently, most e-learning material is focused on transmitting information. While this is undoubtedly useful, a shift to knowledge-intensive learning/training environments has yet to be made in order to address knowledge and skill shortages in a rapidly changing economy.
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