E-learning policies, practices and challenges in two Norwegian organizations

Area of Science:

• Educational Technology
• Higher Education
• Corporate Learning

Background:

• Explores technology-enabled learning in Norwegian higher education and corporate settings.
• Focuses on institutions with stated commitments to technology integration in learning.

Purpose of the Study:

• Investigate the commitment and actual use of information and communications technology (ICT) for learning.
• Identify major challenges perceived by key actors for large-scale ICT implementation.

Main Methods:

• Pilot study examining two Norwegian cases.
• Analysis of policy documents and actor perspectives on ICT adoption.

Main Results:

• Identified insufficient follow-up on e-learning policies.
• Revealed a general lack of strategic direction and leadership in ICT for learning.
• Highlighted challenges in balancing organization, pedagogy, and technology for e-learning.

Conclusions:

• E-learning policies require better implementation and strategic oversight.
• A systematic, pedagogical approach is crucial for successful ICT integration.
• Balancing organizational, pedagogical, and technological factors is key for effective e-learning frameworks.