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Life Cycle Challenges of Online Learning Support Systems

Life Cycle Challenges of Online Learning Support Systems

Debra A. Beazley, Riad Aisami, Elise L. Addison
Copyright: © 2009 |Pages: 7
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch198
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MLA

Beazley, Debra A., et al. "Life Cycle Challenges of Online Learning Support Systems." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 1384-1390. https://doi.org/10.4018/978-1-60566-198-8.ch198

APA

Beazley, D. A., Aisami, R., & Addison, E. L. (2009). Life Cycle Challenges of Online Learning Support Systems. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 1384-1390). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch198

Chicago

Beazley, Debra A., Riad Aisami, and Elise L. Addison. "Life Cycle Challenges of Online Learning Support Systems." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 1384-1390. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch198

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Abstract

For centuries, biologists have described the living world in terms of life cycles (Campbell & Reece, 2005; Quinn & Cameron, 1983; Lester, Parnell, & Carraher, 2003). Similar to the epigenesis of the individual (Erikson, 1980), theorists have asserted that there is a natural rhythm to development in the corporation (Adizes, 1988). Pathology occurs when the characteristics inherent in each developmental stage are thwarted. In the past several decades, organizational consultants began the assimilation of corporate health to that of the individual, citing life cycles in organizations as being epigenetic and predetermined (Adizes, 1988; Lester, Parnell, Carraher, 2003; Masurel & Montfort, 2006; Liao, 2006). The catalyst for change is similar to that of life crisis in the individual where an otherwise steady state is dismantled by environmental events (Beck & Cowan, 1996). Moving from a successful level of endeavor to a deteriorating, chaotic level, the business is forced to change in sometimes quantum ways. Not unlike the individual, the business resisting change is arrested in development and faces stagnation and possible deterioration. There are occurrences where whole industries are stimulated toward change; as a response, individual business in that industry must decide to adapt to the change or fail. In traditional academia, triggers in the millennium environment have directed a change toward internet-based education and digital format. Support systems in academia, like college book stores, are stimulated to adapt to non-traditional delivery platforms.

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