ECER 2004
(EERA/VETNET)
Crete (Greece), 22-25 September 2004
_____________________________________________
Integrating e-learning technologies and practices within the enterprise
for CVT promotion: challenges and perspectives
M’Hamed DIF1
BETA/Céreq Alsace
University Louis Pasteur of Strasbourg
ABSTRACT
Since the mid-90s, many educational and training programmes integrating information and
communication technologies (ICT) have been undertaken in France. The process was
officially launched in 1997 through the implementation of the Government Action Plan for the
Information Society. These initiatives were oriented towards encouraging the use of the new
possibilities offered by the ICT technologies to all categories of individuals in terms of digital
access to information and learning at school, at home and in the work place. As a result,
France has witnessed during the last years a significant development of e-learning
technologies and practices within VET-provision institutions, universities and enterprises.
In this context, the paper is an exploration of the development of work-related e-learning
practice within the enterprises in France (from the perspectives of the enterprises and their
employees). It is based on a recent resource-data base (2001-2003) created through a
quantitative and qualitative investigation, conducted each year by OFEM (Observatoire de la
Formation et l’EMploi) and “Le Préau” (animator of e-learning community) of the Chamber
of Commerce and Industry (CCI-Paris). The analysis of this resource-data base, allowed for
the identification of some basic issues and trends connected with the introduction and
development of e-learning technologies and practices within the enterprise, namely:
 From the enterprise’s perspective, e-learning allows for cost reduction, efficient use of
resources, time and training. The basic challenges for it to be efficient in the “e-learning
economy” are dependent on its capacity to adapt to competition and change, to innovate,
to capitalise, update, and share accumulated knowledge and competencies.
 From the employee’s perspective, e-learning has the advantage of promoting flexibility,
autonomy and individualisation of learning paths.
 Although e-learning is basically practised by large companies, its use is observed to be
increasing within the SMEs. However, e-learning practice is still in favour of qualified
executives and holders of top and middle management positions, especially within the
SMEs.
1
Address: BETA/Cra-Céreq Alsace, University Louis Pasteur of Strasbourg ; European Pole: P.E.G.E.,
61, avenue de la Forêt Noire , 67085 Strasbourg (France); Tel: +333 88 22 33 47 or + 333 90 24 21 67;
Fax: +333 90 24 20 70/71; E-mail: [email protected]
1
Integrating e-learning technologies and practices within the enterprises
for CVT promotion: challenges and perspectives
M’Hamed DIF
BETA/Céreq Alsace
University Louis Pasteur of Strasbourg
[email protected]
Introduction
The intensified spread of ICT and web-based technologies during the last ten years has
brought about unprecedented access to information and learning resources. It contributed to
the transformation of the way individuals communicate with each other and learn, the way
enterprises operate, and the way governments interact with their citizens and the rest of the
world. In this context of transformation towards the a European learning society, e-learning is
felt by the EU Commission to have the potential to change radically the nature of education
and VET systems in member states by widening access to it and increasing the level of
qualifications among its citizens, and by helping its enterprises to become more competitive
in an increasingly globalised knowledge-base economy. Consequently, there has been an
increasing number of policy initiatives by the EU, especially since 2000 to encourage the
spread of e-learning, including the policy objectives from the Lisbon summit in March 2000,
the follow-up policy and the establishment of an industry group in Brussels and a number of
rounds of calls for R & D projects and action programmes such as eEurope 2002 and 2005
action plans (EC,2003; Martin and Jennings, 2002). However, such faith in e-learning as a
means of achieving the EU’s objectives has to be linked to the evidence on how far education
and industry have integrated e-learning and what they consider as key issues and challenges
for future development.
In France, since the mid-nineties, many educational and training programmes integrating
information and communication technologies (ICT) have been undertaken. The process was
officially launched in 1997 through the implementation of the Government Action Plan for
the Information Society (PAGSI). These initiatives were oriented towards encouraging the use
of the new possibilities offered by the ICT technologies to all categories of individuals in
terms of digital access to information and learning at school, at home and in the work place.
As a result, France has witnessed during the last years a significant development of e-learning
technologies and practices within VET-provision institutions, universities and especially
within the enterprises.
In this paper, after a brief delimitation of what is meant by e-learning and an introductory
overview concerning its diffusion in Europe, a particular attention will be given to the
exploration of the development of work-related e-learning practices and their implications
(from the perspectives of the enterprises and their employees) within the enterprise in the
French context.
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Definition of e-learning
E-learning is a generic term covering a wide set of ICT technology-based applications and
processes, including computer-based learning, Web-based learning, virtual classrooms, and
digital collaboration and networking. It includes the delivery of content via Internet, Intranet,
Extranet, satellite broadcast, audio-video tape, interactive TV and CD-ROM (Hambrecht,
2000; Kaplan-Leiserson’s online glossary). Therefore, on-line learning (or Web-based
learning) constitutes just a sub-set of e-learning and describes learning via Internet, Intranet,
Extranet. Yet, e-learning is defined more narrowly than distance learning, which would
include text-based learning and courses conducted via written correspondence (Hambrecht,
2000). Moreover, it is important to underline that e-learning in the enterprise (corporate elearning) can be most powerful when it is integrated in company business processes through
networks and systems for commerce and business development. Consequently, the
technologies and software systems used in learning and training will not be just dedicated elearning platforms, but more integrated everyday business systems and software (Attwell,
2003).
E-learning practice diffusion in Europe: An overview
Probably the most systemic evidence and data available on e-learning diffusion and
development in Europe is that produced by Massy’s surveys ((2001-2002) in the 15 EU
member countries which have been commissioned by EU sponsored bodies such as Cedefop.
These data (produced via Internet surveying) had distinguished between e-learning users,
providers and those organisations which are both consumers and providers, such universities
and colleges (Martin and Jennings, 2002).
According to Massy’s exploratory survey of 2001, the proportion of respondents involved in
e-learning practice, as users or suppliers, was observed to be around 80% on average. But this
proportion varied considerably between EU countries. While it was very high in Northern
Europe countries reaching 100% in Finland and 95% in Sweden, it attained a relatively
moderate level in some central European countries (at 70% in France and Austria, for
instance), and at its lower bound in other European countries (basically southern Europe) such
as Portugal and Greece. However, in all EU countries with the exception of Belgium, most of
e-learning users are also suppliers in a proportion reaching almost 75% in Sweden and nearly
70% in Denmark.
The more sustainable and sophisticated users are more inclined to consider e-learning practice
as a useful complement to their learning strategy than as a simple cost reduction instrument.
Most of its provision is still a face-to-face or a classroom-based delivery, representing on
average about 60% of the total training time. However, this mix ratio is also variable among
the e-learning practising countries. It varies from over 70% for both users and suppliers in
Belgium, Ireland and Austria, and for users only in Finland, to 50% for both in Italy and
Portugal, then coming down to under half in Sweden for users and suppliers as well as in
France for users only.
Concerning the time devoted to e-learning, it was observed to be relatively significant,
representing on average 30% of the total time spent on training and learning. However, this
ratio varies between e-learning practising countries :
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 From 50% for both users and suppliers in Sweden and 40% in Greece and Italy, to around
20% in Portugal and Denmark for users only,
 From about 15% for suppliers in Austria and Ireland to under 10% in Belgium. However,
it is important to note in this connection that some countries still spend much more time
on off-the-job training than others, given their different VET/CVT approaches. As for the
trade-off between time devoted to the traditional classroom learning delivery and elearning activity, it is developing in favour of the latter, i.e. “… for every 10 percentage
points by which there is an increase in the proportion of time spent using e-learning
methods, the proportion of time spent in the classroom delivery increases by just over 4
percentage points” (Massy, 2001).
Concerning the growth rate of expenditure on e-learning, it is considerably variable between
EU members states. During the period 1999-2001 for instance, while the overall growth rate
of spending on e-learning in Spain had declined it was estimated to have increased by a
moderate rate of 9% per year in Germany. On the other hand, the increase of e-learning
expenditure during the same period was much higher in other EU countries. It had gone up
from 25% per year in France and Italy and the Netherlands to 35% in the in the UK and the
double in Finland.
The growth patterns of spending on e-learning seem to be somehow linked to those of elearning revenues. For the advocates of e-learning development, there was a substantially
significant increase over the period (1999-2001) in the relative weight of e-learning as a
source of revenue, and consequently the growth of spending of e-learning development. For
example, in Spain and Greece e-learning was responsible for less than half of the overall
expansion in training revenues for services and their content during the same period (19992001). It accounted for 55% in Finland, France and the UK, and 65% in Germany. In the
Netherlands it constituted the sole source in financing e-learning expenditure.
These different patterns of e-learning diffusion among EU member countries, are generally
the result of varying degrees of influences caused by some impacting factors such as (Martin
and Jennings, 2002):
 The differential rates of absorption capacities for e-learning among organisations and
countries;
 The prior knowledge and experience with e-learning and its antecedents constitute a key
influencing factor on the development of the country’s prior absorptive capacity for elearning by shaping the locus of its capabilities to acquire, assimilate and develop elearning related technologies and practices;
 The cultural distances between transferring an recipient organisations and institutions of elearning technologies and practices. The greater the institutional and cultural barriers
between the recipient organisations and countries and the originating units (organisations
and countries with prior knowledge) of e-leaning technology and content, the less likely
that the absorptive capacity for e-learning will be sufficiently developed in those
(recipient) organisations or a countries.
 Nationally receptive events and contexts for change, including the specific business
system and industry dynamics;
 The existence of nationally integrating mechanisms and bodies such as economic
development agencies, educational institutions or systems and other mechanisms for
debate and knowledge diffusion and sharing;
4
 Learner variables and contexts such as skills, learners patterns of participation,
motivations and attitudes towards technology-based learning. Organisations and countries
with a high number of “technology-ready learners” who have the ability, motivation and
confidence to use e-learning technology, are more apt to achieve sustainable and direct
returns from e-learning than those countries and organisations with low levels of such
skills.
E-learning practice within the enterprises in France
In collaboration with Algora and PwCGlobal Learning, the OFEM (Observatory for Training,
employment and Occupations) and “Le Préau” (Animator of e-Learning Community) of the
Chambers of Commerce and Industry (CCI-Paris) have conducted since 2001 three referential
investigations into e-learning practices for CVT promotion within enterprises of varying sizes
from different activity sectors:
 The first investigation, under the generic title “costs and advantages of investment in elearning”, covered 193 enterprises. It was conducted by telephone at beginning of the first
half of the year 2001 (February-March) (OFEM at al, 2001).
 The second investigation was a renewal of the first one for 100 e-learning practising
companies. It was conducted by telephone at beginning of the second half of 2002 (July)
(OFEM at al, 2002).
 The third investigation on e-learning practices extended the investigated sample to 5,100
well diversified enterprises. It was conducted via Internet during the period from
September to December 2003 (OFEM & Le Préau, 2003).
As results, an updated synthetic indictor on the development of e-learning practices for CVT
promotion within the enterprise in France, is annually published and put on line at the
disposal of all economic and social actors by the Chambers of Commerce and Industry
(OFEM & Le Préau).
Recent developments in e-learning practice:
E-learning is a recent phenomenon for most the enterprises in France. Its adoption concerned
71 % of the enterprises during 2000-2003 against only 29% before 2000. The important
development of e-learning during the period 2000-003 was generally motivated by the overall
strategy of the enterprise and the desire of its management to keep pace with the requirements
of change in the domain. If e-learning is still the monopoly of large companies of more than
1000 employees (41% in 2003), its use is rapidly increasing within the SMEs of less than 200
employees (36% in 2003 against 7% in 2002 and only 1,9% during 2001). Even within the
SME category itself, e-learning practice is increasingly dominated by companies with less
than 50 employees (24% against only 12% for those companies with 50 to 200 employees in
2003).
5
Table 1:
Development of e-learning practice according to the size of the enterprise during
the period 2001-2003
2001
2002
2003
Less than 200 employees
2%
7%
36%
201 – 500 employees
6%
14%
14%
501-1000 employees
9%
13%
9%
83%
66%
41%
More than 1000 employees
Source: OFEM & Le Préau: 2001, 2002 and 2003
E-learning is basically used within multi-web-site companies (76% in 2003), but it is
increasingly practised by mono-web-site enterprises (24% in 2003 against 16% in 2002 and
only 7.5% in 2001). E-learning practice within companies with an international dimension has
undergone an important decrease during the period 2001-2003 (36,5% in 2003 against 63,5%
during 2001) in favour of firms with national dimension. This reversed tendency is basically
due to a rapid diffusion of e-learning practice within the SMEs during the same period.
Table 2:
Development of e-learning within mono and multi-site companies with national
and international dimensions during the period 2001-2003
2001
2002
2003
Mono-web-site companies
7,5%
16%
24%
Multi-web-site companies
92,3%
84%
76%
National companies
36,5%
39%
63%
Multinational companies
63,5%
61%
37%
Source: OFEM & Le Préau: 2001, 2002 and 2003
Beneficiaries of e-learning:
About half of the companies investigated during the last quarter of 2003 declare training up to
10% of their staff by means of e-learning techniques (OFEM & Le Préeau, 2003). This new
mode of learning has been rapidly extending to all basic categories of the personnel since
2000. During the period 2001-2002, it concerned primarily sales and marketing employees,
followed by executives (from top and middle management) with a progressive extension in
favour of back-office employees at the expense of production employees. But, in 2003 the
sales and marketing employees lost their position as a dominant category of e-learning
beneficiaries in favour of back-office staff (29%), followed by executives from basically
middle management (37%). The production employees remained the most disadvantaged
beneficiaries of e-learning within the enterprise (18%).
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Table 3:
Development of access to e-learning within the enterprise (2001-2003)
2001
2002
2003
Top management executives
28,8%
19%
27%
Middle management executives
27,1%
20%
33%
Sales and marketing employees
39,0%
27%
22%
Production employees
25,4%
8%
18%
23,7
26%
29%
Back-office employees
Source: OFEM & Le préau: 2001, 2002 and 2003
However, the tendency towards this distribution of e-learning among different categories of
the staff is variable according to the size of the e-learning practising enterprise. As e-learning
practice is rapidly developing within small and medium sized companies, it is not surprising
to observe that executives and then production employees are increasingly becoming the
dominant category of beneficiaries from this new mode learning, especially within the
enterprises with less 50 employees.
Table 4:
E-learning beneficiaries in 2003 according to the size of the enterprise
Less than 50
employees
50 to 500
employees
More then 500
employees
Top management executives
36%
24%
14%
Middle management executives
20%
33%
27%
Sales and marketing employees
20%
10%
18%
Production employees
16%
14%
12%
Back-office employees
8%
19%
29%
Source: OFEM & Le préau, 2003
Domains of e-learning practice:
During the last three years e-learning remained, on the whole, primarily used in domains of
practice, such as bureautics (office automation) and languages, easily transferable to the new
mode of ICT-based CVT promotion and development within the enterprise. However, since
2001 e-learning practice has effectively started opening up on other domains.
In terms of their development during the period 2001-2003 and especially in 2003, e-learning
domains of practice can be classified according to the frequency of the declared use as
frequently used, moderately used and less used domains.
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Table 5:
Development of e-learning practice domains during the period 2000-2003
2001
2002
2003
Frequently used domains:
Bureatics
48%
64%
57%
Professional development training
32%
31%
54%
Languages
32%
54%
43%
Computing and data processing techniques
30%
43%
42%
-
31%
32%
3%
-
19%
-
44%
24%
3%
14%
24%
13%
-
21%
Moderately used domains:
Management
Qualification updating
Accounting and finance
Quality
Commerce
-
Less frequently used domains:
Personal development
-
14%
14%
Environment & security
-
11%
-
Source: OFEM & Le Préau, 2003
Modes of e-learning provision:
In most cases e-learning is provided within the enterprise in two ways:
 Either on the job in order to reduce e-learning provision cost, especially transport cost;
 Or in places dedicated to the enterprise.
Table 6:
Mode of e-learning provision development
2001
2002
2003
Within the enterprise:
- On-job training
41%
56%
50%
- In places dedicated to the enterprise
47%
43%
41%
Outside the enterprise:
12%
1%
9%
Use of tutoring
72%
82%
78%
Source: OFEM & Le Préau: 2001, 2002 and 2003
8
Moreover, the enterprises are on the whole more inclined to accompany e-learning provision
by a tutoring in about seven to eight out of ten cases. However, this tendency seems to be
dependent to a certain extent on the size of the e-learning practising company. Thus, in 2002
for instance, only half of the enterprises employing 200 to 500 employees use this mode of
accompaniment (OFEM & Le Préau, 2001 and 2002).
Costs and advantages of e-learning for the enterprises and their employees:
Costs and advantages for the enterprise:
For the enterprises which are able to measure the expected returns on investment (ROI) in elearning, the most frequently used tool is a post-training evaluation questionnaire (OFEM &
Le Préau, 2001). Regarding the costs of investment in e-learning, they represent, for about
half of the enterprises, 3-5% of their budget allowances. These costs can go beyond 15% of
the budget for only 11% of the e-learning practising enterprises. On the whole, the budgeted
cost of investment in e-learning were observed to be increasing during the period 2002-2003
for 62% of e-learning practising companies (OFEM & Le Préau, 2003).
Regarding the benefits, they are identified and differentiated according to the basic periods of
e-learning introduction and development within the enterprises. For those enterprises which
adopted e-learning before 1998, the advantages obtained are basically:
 Contributing to technological innovations;
 Strengthening of the potential of their employees’ competencies;
 Improving their productivity;
 Increasing their flexibility;
 Allowing for cost reduction and the development of their market share.
Within the same range of these basic categories of advantages, the next generation of the
enterprises which introduced e-learning during the period 1998-1999 insists primarily on the
contribution of the new mode of learning to the development of the company’s market share
and its innovative potential.
As for the enterprises belonging to the generation of the period (2000-2002) of an accelerated
e-learning introduction, they declare that the expected benefits were basically:
 To motivate their employees to be more involved with learning and work within
enterprise;
 To reduce cost and improve the enterprise’s competitiveness.
9
Table 7:
Development of e-learning advantages for the enterprise (1995-2002)
1995-1997 1998-1999 2000-2002
More flexibility of learning and training
9,9%
37,8%
52,4%
Cost reduction
9,1%
36,3%
54,5%
More competitiveness
7,8%
37,7%
54,5%
10,0%
38,3%
51,7%
Motivating employees to be more involved
7,8%
32,9%
56,2%
More innovative enterprise
8,8%
42,1%
49,1%
Contribution to technological innovations
14,2%
39,2%
46,5%
Improving productivity
10,7%
38,3%
51,1%
9,0%
45,4%
45,5%
Development of employees’ competence potential
Developing new market share
Source: OFEM & Le Préau, 2002
On the whole, the 2003 investigation confirmed the previous basic declarations of the
enterprises which adopted e-learning during the period 1995-2002. But, it insisted primarily
on the contribution of e-learning introduction to cost reduction, efficient training and the
optimisation of time management.
In addition, the enterprises declared gaining other new advantages from the adoption of elearning such as its contribution to the promotion of:
 The individualisation of their employees’ Learning trajectories;
 Knowledge development and sharing;
 The performance of their control, evaluation and follow-up systems.
Advantages of e-learning for the employees:
For the employees of the enterprises which could adopt e-learning before 1998, the expected
advantages of the new mode of learning were classified according to the frequency of their
declaration as follows:
 Facilitating the acquision and transfer of competencies;
 Improving the quality of the updating processes of CVT content;
 Promoting the use of the enterprises’ networking;
 Rapid improvement in work effectiveness;
 Access to a certain modernity;
 Knowledge updating.
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On the whole, all these advantages were considered as equally important as each other by the
employees of the enterprises which adopted e-learning later on during the period: 1998-1999.
As for the employees of those companies which introduced e-learning during the period of
2000-2002, they declared that their high interest in this mode of learning was primarily
motivated by its expected positive effect on the effectiveness of their involvement in learning
and knowledge updating and sharing.
Table 8:
Development of e-learning advantages for the employees (1995-2002)
1995-1997 1998-1999 2000-2002
Knowledge updating and sharing
7,2%
38,6%
54,2%
Access to a certain modernity
8,4%
39,4%
52,2%
Improving the effectiveness of learning
8,7%
36,2%
55,1%
Acquiring new competencies
10,3%
39,6%
50,1%
Improving the quality of updated contents of learning
10,2%
39,0%
50,8%
More involvement in learning
8,0%
37,2%
54,8%
Improving the use of the enterprises’ networks
8,8%
40,1%
51,1%
11,8%
38,2%
50,0%
Facilitating the transfer of competencies
Source: OFEM & Le Préau, 2002
However in 2003 investigation, it was observed that the primary e-learning benefits for
employees were converging with those expected by the enterprises. Theses advantages are
basically:
 Increasing flexibility;
 Optimising time management;
 Individualising learning trajectories;
 Developing motivation for learning and involvement within the enterprise.
The other observed advantages for employees are basically:
 Reinforcing the learner’ autonomy and sense of responsibility;
 Facilitating on-job learning;
 Complementing the traditional mode of learning.
Remaining constraints on e-learning development within the enterprise:
The remaining constraints for e-learning diffusion and development within the enterprise
(especially the SMEs) are basically (OFEM & Le Préau, 2003):
 Lack of information;
 Less developed and and adapted supply especially of content and pedagogy;
 Lack of basic infrastructure, equipment and adapted logistics;
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 Cost constraint;
 Lack of employees’ motivation and familiarity with the system;
 Lack of receptive culture for e-learning within some enterprises.
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Conclusion
In the light of the above analysis, it is important to underline the following basic trends and
implications connected with the development of e-learning practice within the enterprise in
France:
 Although e-learning is basically practised by large companies, its use is increasing within
the enterprises with national dimension, especially within the SMEs with less 50
employees.
 Work-related e-learning within the enterprises is still in favour of qualified executives and
holders of top and middle management positions, especially within the SMEs.
 In spite of its relative opening up recently on more diversified content, e-learning practice
remains primarily concentrated within domains easily transferable through ICT-based
mode of learning such bureautics, data processing techniques and languages.
 From the enterprises’ perspective, e-learning allows for cost reduction, efficient use of
resources, time and training. The basic challenges for them to be efficient in the “elearning economy” are dependent on their capacity to adapt to competition and change, to
innovate, to capitalise, update, and share accumulated knowledge and competencies.
 From the employees’ perspective, e-learning has the advantage of promoting flexibility,
autonomy and individualisation of learning trajectories.
 As it is the case in most of EU countries (except UK and some northern Europe countries),
the development of the enterprises’ absorptive capacity of e-learning technologies and
practices (especially for the SMEs) is still hindered by some persisting insufficiencies in :
– the basic infrastructure and logistics,
– the receptive culture and motivation and for both employers and employees;
– and in the supply and its adaptation, especially in terms of content and pedagogy;
13
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