Barbara Allan

Time to learn? E-learners' experiences of time in virtual learning communities

This article argues that professional development mediated by a virtual learning community produces new temporal challenges for learners. The study explores the experiences of e-learners using a multi-method approach that includes time vision and metaphor analysis. The results suggest that e-learners develop and use different approaches to time, and this is linked to aspects of different time visions. Further, some e-learners reconstruct their approaches to time management at an early stage in their virtual experiences. They engage in reflective commentaries in their virtual learning communities and this helps them to adjust to the time demands of e-learning. This process of adaptation and change is reflected in the metaphors used by e-learners. It is proposed that if the issues of time are explored with newcomers to e-learning, as part of the explicit curriculum, then this will help e-learners benefit from the flexibility inherent in virtual learning communities.

Blended learning: tools for teaching and training

1. Tools and technologies- an overview 2. Models of teaching and learning 3. Planning and designing blended learning programmes 4. Planning and designing learning activities 5. Using group learning activities 6. Working as a tutor 7.Coaching and mentoring 8. Communities of interest and practice 9. Managing learning and teaching projects.

The impact of membership of a virtual learning community on individual learning careers and professional identity

This study takes a relatively new direction in researching virtual learning communities (VLCs) as it explores the ways in which VLC membership can support lifelong learning and impact on individual learning careers and professional identities beyond the life of the community. The case study spans 4 years. The findings suggest that through the process of engaging in a VLC, individuals may change their ‘horizons of action’ leading to new learning and career trajectories. In particular, the study demonstrates how membership of a VLC supported and enabled some individuals to transform their learning careers and to make significant life changes. Other members developed their learning careers in an incremental manner that led to increased innovation and professional expertise. The findings suggest that VLCs are successful in supporting individual change and career development when they provide the ‘comfort zone’ of a secure and supportive virtual environment.

Virtual Learning Communities as a Vehicle for Workforce Development: A Case Study.

Purpose – The purpose of this paper is to explore the benefits and challenges of using a virtual learning community (VLC) as a vehicle for workforce development. This paper argues that VLCs provide a flexible vehicle for workforce development. However, workplace realities may lead to unexpected challenges for participants wanting exploit the flexibility of e‐learning technologies.Design/methodology/approach – The case study is located in a strategic healthcare organisation in the UK. The study used a multi‐method approach to develop a rich picture of the VLC. Data were collected from a variety of sources (programme evaluation questionnaires, learning logs, discussion group messages and VLE tracking system) and analysed using quantitative and qualitative methods.Findings – The findings indicate that while membership of a VLC offers new opportunities for collaboration, learning and working at a time and place that suits individuals it also offers many challenges. The following issues were identified as havi...

Time, Space and Structure in an E-Learning and E-Mentoring Project.

This study focuses on a project, EMPATHY Net-Works, which developed a learning community as a means of encouraging women to progress into employment and management positions in the logistics and supply chain industries (LaSCI). Learning activities were organised in the form of a taught module containing face-to-face and online elements and e-mentoring with successful professional women in the LaSCI. In this particular research, we have used structuration theory, a social theory that concentrates on the relationships between human agency (micro-level) and social structures (macro-level). We used structuration as an analytical tool to help us understand what happened within the project e-learning and e-mentoring processes. Our analysis suggests that there were two factors that influenced the way project participants carried out their learning activities: the first one being the issue of absence and presence in online environments, and the second one the issue of time frame changes for online users.

Supporting research students

1. Research and the research process 2. The research students experience 3. Moving forward and completing the research 4. Research skills training 5. Supporting research students in academic libraries and information services 6. Virtual graduate schools 7. Introduction to research communities 8. Professional development 9. Conclusion 10. References and bibliography.

Supervising and leading teams in ILS

1. The role of team leaders in ILS 2. Leading and managing the team 3. Confident leadership and supervision 4. Motivation 5. Managing the work 6. Communication skills 7. Managing and leading complex teams 8. Human resource management 9. Workplace learning and training 10. Personal and professional development

What is it? Approaches to Developing Shared Meaning About the Logistics and Supply Chain Industries: Lessons from the EMPATHY Net-Works Project

This study explores the impact of different learning strategies in a part-time postgraduate programme, managed by the EMPATHY Net-Works project, to encourage graduate women into the logistics and supply chain industries (LaSCI). We use an interpretivist approach and data were collected from the e-learning system, academic assignments, and the module evaluation process. The outcomes of this study illustrate the different ways in which participants develop their language and hence their knowledge of the LaSCI. Three approaches were shown to have a significant impact on participants’ understanding of the industries: the logistics safari, an inquiry-based project, and guest speakers and e-mentors. Finally, we explore the EMPATHY Net-Works community of practice and illustrate how it spanned a number of traditional boundaries. We show that active participation within this community supports womens progression into and within the LaSCI.

The no-nonsense guide to training in libraries

1.Introduction PART 1: TRAINING PRACTICES 2. Different approaches to learning and teaching 3. Making training interesting 4. Use of different technologies to support training practices 5. Making it happen 6. Delivering face-to-face training sessions 7. E-learning and blended learning PART 2: LEARNING IN THE WORKPLACE 8. Learning and development in the workplace.

Book review: The SAGE Handbook of E-learning Research A. Andrews and C. Haythornthwaite (eds). London: Sage, 2007. 560 pp. £90.00 (hbk). ISBN 9781412919388 (hbk)

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