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Exploring the Australian Army Instructors' Role in eLearning
PROCEEDINGS

, , Southern Cross University, Australia

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

An organisation's eLearning culture is influenced by the traditional training culture and perceived relevance of eLearning opportunities. For organisations with hierarchical and authoritarian management and training structures, eLearning provides opportunities for standardising content, delivery and course management while challenging traditional teacher-student relationships. This research-based case study of the Australian Army provides the perspectives of instructors implementing centrally developed, customised eLearning packages within an authoritarian training culture. Exploring instructors' perspectives of eLearning contributed to an understanding of the importance of aligning their beliefs, the organisational culture and learners' needs for effective eLearning implementation.

Citation

Newton, D. & Ellis, A. (2005). Exploring the Australian Army Instructors' Role in eLearning. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 957-964). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 6, 2021 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

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References

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  9. Training Technology Centre-Army. (2003). Instructional Design Specifications for the Development of Technology Based Training (Unpublished report). Sydney. Acknowledgments The authors would like to thank the Australian Army’s Training Technology Centre staff for their support with this study, in particular MAJ Paul Ashman, and the instructors who participated in this study. All details recorded in this paper represent the authors’ interpretations of the events and issues presented in the interviews and questionnaires. This research was supported by an External Research Grant No. 50487: ‘Perspectives of Flexible Learning in the Australian Army.’

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