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Blended Learning for Learners in SMEs

Blended Learning for Learners in SMEs

Sabine Moebs
Copyright: © 2014 |Pages: 23
ISBN13: 9781466645745|ISBN10: 1466645741|EISBN13: 9781466645752
DOI: 10.4018/978-1-4666-4574-5.ch003
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MLA

Moebs, Sabine. "Blended Learning for Learners in SMEs." Advancing Technology and Educational Development through Blended Learning in Emerging Economies, edited by Nwachukwu Prince Ololube, IGI Global, 2014, pp. 36-58. https://doi.org/10.4018/978-1-4666-4574-5.ch003

APA

Moebs, S. (2014). Blended Learning for Learners in SMEs. In N. Ololube (Ed.), Advancing Technology and Educational Development through Blended Learning in Emerging Economies (pp. 36-58). IGI Global. https://doi.org/10.4018/978-1-4666-4574-5.ch003

Chicago

Moebs, Sabine. "Blended Learning for Learners in SMEs." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, edited by Nwachukwu Prince Ololube, 36-58. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4574-5.ch003

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Abstract

While blended learning seems to be quite suitable for Small and Medium Sized Enterprises (SMEs), take-up of this learning method is not implemented at the level it could be. This chapter investigates aspects that encourage learners in European SMEs to choose blended learning for professional development. The results indicate how the take-up of blended learning by SME learners can be improved. Research has explored the field further and blended learning has become a more mainstream form of learning. A revisit of case studies with stakeholders of Blended Learning in SMEs looks at changes indicated by research and explores Blended Learning in progress. A comparison between European and African SMEs looks at differences and commonalities that might affect blended learning. The final section outlines a vision of how blended learning is feasible under challenging conditions, including inadequate funding, limited computer or Internet access, poor infrastructure, diversity of learner groups, and differences in learning culture.

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