VCSE Guidebook/Creating regional (e-)learning networks/Use of e-learning and blended learning in actor groups: Difference between revisions

At universities across Europe, e-learning has become rather common, mainly as an additional support for face-to-face learning in the form of blended learning. European e-learning initiatives have been given a strong impulse on the practical level; while action in this field was still low in 2000, practice of e-learning has significantly risen until 2004 (Dondi et. al., 2005). Another impetus was given by the emergence of free and open source software which has led to the application of open educational practices and resources (Genser, 2007).

School instruction is largely dominated by a high rate of presence learning. In comparison to tertiary education, the use of e-learning in primary and secondary education has not strongly developed yet. On a European level, most initiatives in the field of e-learning concern e-twinning contacts and the improvement of ICT teacher education by providing educational resources for teachers.  

Large companies rely more and more on e-learning/ICT in the field of continuing education. According to the Menon Interim Report , there is a trend towards bottom-up informal and formal learning which is facilitated by e-learning. In contrast, SMEs still lag behind and show a deficit concerning the use of ICT and e-learning as a support tool for learning, networking and organising.

As this actor group is very heterogeneous, it can be assumed that the general use of e-learning and ICT within the actors’ organisations and institutions is rather varied too. A needs analysis is therefore also to be recommended with respect to each single regional actor being a member of this actor group in order to identify lacks and potential in e-learning and ICT application.