Abstract
This paper presents a case study of an IT company from Rijeka, Croatia, detailing its multifaceted approach to e-learning. The firm employs three distinct methods: 1) knowledge-based e-learning, 2) Learning Management System, and 3) Udemy platform. Each method is described, providing insights into the company's strategy for fostering continuous learning among its employees. The paper also delves into the results of a comprehensive questionnaire administered within the same IT company. The survey focuses on various aspects of employee education and improvement, including frequency, accessibility, possibility for career advancement, flexibility and perceived usefulness. The analysis of the survey results offers valuable insights into participants’ opinions, enabling a comprehensive assessment of e-learning in the workplace. Moreover, the survey explores the participants’ opinions on e-learning in the workplace compared to their experiences with e-learning during higher education (HE). Participants are prompted to evaluate the relative merits and drawbacks of workplace e-learning, compared to the HE e-learning. By synthesizing insights from the case study and survey results, this research aims to contribute to the ongoing discourse on optimizing e-learning in both corporate and academic settings, focusing on lessons that higher education institutions can glean from industry practices and fostering a more effective and engaging learning environment for students and employees.
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The research has been co-funded by “uniri-iskusni-drustv-23–209 (3203)” under the project “Development of an e-learning course design model based on recommendations for managing student satisfaction in higher education”.
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Jaksic, D., Toic, A., Poscic, P. (2024). E-learning in the Workplace: What Can Higher Education Institutions Learn from Industry Practices?. In: Guralnick, D., Auer, M.E., Poce, A. (eds) Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education. TLIC 2024. Lecture Notes in Networks and Systems, vol 1150. Springer, Cham. https://doi.org/10.1007/978-3-031-72430-5_22
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