Digital and E-learning 1

BENEFITS AND DRAWBACKS THAT ORGANISATIONS FACE WHEN DEVELOPING

THEIR STAFF USING DIGITAL AND E-LEARNING

By [Name]

Course

Professor's name

Institution

Location of Institution
 Digital and E-learning 2

Staff Development and the Digital and E-learning in the Covid-19 Era

E-learning is described as combining technology with learning, utilising

telecommunication and information technologies, and computer-based training that supports

learning and organisational objectives (Kumar Basak et al., 2018). Education and development

of employees in the traditional sense focus on the formation of a person's working abilities and

that aspect of their personality through which they create values in order to improve the work

performance of individuals, assist them in achieving their individual career goals, and boost the

performance of an organisation. E-learning has been implemented into business processes. As

noted by Daultani et al. (2021), the success of e-learning in businesses relies on the technological

proficiency of employees. Also influencing the effectiveness of e-learning are the organisational

culture, the management's willingness to invest in human capital, and the user-friendliness and

attractiveness of the courses. E-learning improves the qualifications of personnel, leading to

higher company productivity. Due to the pandemic, most businesses have adopted the "work

from home" strategy. As a result, the management had to take precautions and convert their

traditional learning strategies to online training. As businesses throughout the globe postpone

and cancel in-person meetings in reaction to the new coronavirus that causes COVID-19,

workplace learning is emerging as one of the earliest and most severely impacted business

operations (Bondar et al., 2020). This paper aims to evaluate the benefits and drawbacks that

organisations experience while utilising Digital and e-learning to educate their personnel.

Importantly, Digital and e-learning training allows employees to learn at their speed and

their convenience, making it ideal for self-directed training and refresher courses (Kumar &

Sharma, 2021). Online programs are great for educating personnel in many places since they are

constantly accessible from any location with an internet connection. This makes e-learning
 Digital and E-learning 3

training convenient during pandemics because it may be of proper assistance. Digital or distance

learning offers numerous benefits for businesses and their employees. The innumerable teaching

aids, pre-recorded videos, live training on video-conferencing software, PDF, Powerpoint, audio

files, etc., in these online courses taught by trainers, facilitate rapid learning during the Covid-19

pandemic.

Cost savings is one of the greatest advantages of eLearning for businesses who utilise it.

Not to add, according to a study conducted by Hamdan et al. (2020), e-Learning decreases

classroom time by sixty percent. E-learning reduces the requirement for printed training

materials and on-site facilitators, reducing the gap between the course and the staff. The

company's training costs are minimal. Typically, virtual classroom training is less expensive than

traditional classroom training. Setting up an online course may be expensive, but it can be used

endlessly to serve several employee groups and new workers. Instead of printing thousands of

sheets of paper, an organisation may generate and distribute a single ebook to thousands of

learners (Alsharhan et al., 2021). The same is true for certificates and other training resources,

such as office supplies. Learners access their digital training from their homes or places of

business. This eliminates the need for travel, thereby reducing costs no train, bus or petrol tickets

to pay. In most cases, a computer with a webcam and a notebook or digital note-taking device is

sufficient to follow the courses.

Alsharhan et al. (2021) also add that digital and E-learning training is easily accessible. A

smartphone, computer, or tablet, along with a reliable internet connection, are required to

connect to the training platform. Once logged into their personal space, trainees in a virtual

classroom can access teaching materials, training modules, and assessments. Online training can

be completed from any location. Utilising digital and e-learning is saving business time. When
 Digital and E-learning 4

conducted asynchronously, online professional training saves businesses a substantial amount of

time. In this case, they can be completed at the employee's own pace after registration. They can

then advance at their own pace. E-learning courses allow organisations to respond rapidly to

internal training needs without organising physical training for the trainees (Webb, 2021). In

addition, e-learning courses are often shorter than in-person courses. This implies that personnel

is absent from their jobs for a shorter period than if they were required to travel for several days

or weeks. Elearning may be transformed into a communal activity. As Webb (2021) suggests, if

an organisation enables its employees to share information and expertise, this will bring them

together, sparking debates and conversations that lead to innovation inside the organisation.

With digital training, staff may choose when and how they want to finish their training.

To guarantee that employees are set deadlines for completing training and are more readily able

to manage them, most learning management software should provide insight into who has

finished training and who hasn't (Kaasinen et al., 2020). The cost of an LMS may put off

organisations, but it's not the one-time training tool that a classroom day would be. When

employees have year-round access to various eLearning resources, they have more freedom and

get more excellent value for their money. E-learning empowers employees to take charge of their

professional and personal growth. Learning management systems often offer access to a wide

range of eLearning courses that an organisation's employees may use. The training might also be

incorporated into the company's annual performance review process. Employees must complete a

certain number of CPD hours on a mutually agreed-upon topic or theme. Training in this manner

encourages employees to take more responsibility for their own professional growth. When an

organisation shows that it cares about the professional development of its personnel, rather than
 Digital and E-learning 5

merely satisfying the needs of an accreditation body, it will be more appealing to potential new

hires.

Having a collection of eLearning content tailored to the needs of a company's employees

is a significant advantage of online learning. One-size-fits-all training methods are more likely to

be used in a classroom context when all participants are expected to be at the same level of

understanding. As per Sulistyan (2020), using a solid eLearning material library, the business can

give appropriate training to the appropriate staff levels, ensuring that employees only receive the

knowledge that is relevant to them. The firm can also build up or provide access to different

training projects to enable workers to advance to the next level, depending on the LMS set-up, to

help them demonstrate their capacity for a new function. There will be updates to eLearning

content in keeping with industry standards and compliance rules, which means that employees

will be able to remain on top of these developments rather than having to wait for the following

year's training session to come around again. This is especially relevant for employees in

positions where it is critical to keep up with industry developments. According to a study by Ayu

and Pratiwi (2021), with current knowledge of industry standards, employees will be able to

provide superior customer service and eliminate the danger of supplying information that is no

longer current. If employees can complete relevant training in their own time and at their own

speed, they are more likely to retain the information they have learned.

E-learning Improve the onboarding of new employees in the event of a pandemic by

streamlining the induction process. In many organisations, the induction process may be time-

consuming and complex, even in the best of circumstances (Seppälä, 2021). However, with the

rise of remote working, this may soon become the norm in the workplace. The digitisation and

automation of manual procedures can be made possible through cloud-based learning

 Digital and E-learning 6

management systems. Access to business information and instructions may be granted to new

recruits, allowing an organisation to electronically point out where they can get help and get all

the training they need. Instead of having to search through their inboxes and waste time trying to

figure out which papers a new team member has read or engaged with, having a gateway where

they can store and deliver information at the appropriate times may save them both time and

effort. In light of the shift in online learning following Covid-19 and the rising popularity of

remote working, people might expect a long-term ripple effect People may never return to

classroom-based training in the workplace because of the increasing prevalence of digital

transformation (Dwivedi et al., 2020). New and more creative means of recruiting, onboarding,

and training our employees will be developed due to this change in the overall employment

lifecycle. Organisations should build their digital foundation and do more to lead the

organisation in adjusting to a new normal to welcome the rise of eLearning.

Organizations confront some e-learning limitations. Instruction methods aren’t always

changed. Leadership training requires face-to-face instruction for assimilation. A mixed-learning

technique may be recommended. Blended learning combines in-person and remote instruction

(Amarneh et al., 2021). Extreme activists and realists won't like the experience, and neither will

all personnel. Because people learn differently, it's difficult to make eLearning interesting to all

groups. Some trainees prefer pictures, while others prefer to talk, do a task, or practice physical

skills. Gagne's learning types theory emphasizes rare intellectual skills, information, attitudes,

cognitive strategies, and motor skills (Hohn, 2021).

Not all employees need digital training given issues such as fewer interactions.

According to Alfarsi et al. (2019) face-to-face training benefits creating a community of trainees.

This teaching method encourages participation and teamwork. Some interactivity is possible in
 Digital and E-learning 7

online training, but interaction between staff and trainers is not encouraged, advancing

experience and skills. This contradicts experiential learning theory, which promotes experience,

self-evolution, and motor skills as supported by Fewster-Thuente and Batteson (2018). Some

courses also provide live instruction and training, which may help. Students feel lonely. Face-to-

face questions are easier to answer quickly. Trainers are frequently required to answer several

questions constantly and can only do it during working hours, although many may want to

conduct their studying outside of working hours. This sensation of solitude often demotivates

individuals because they believe they lack the support and confidence that a trainer's physical

presence gives.

Additionally, e-learning courses lack personalisation. Sometimes, vocational distance

education is too general. It can be separated from the organisation's initial goals. It is essential to

carefully select an e-learning course to guarantee that it meets the demands of employees. To do

this, it is vital to review the training strategy and instructional techniques in depth (Maaliw III,

2020). Digital and e-learning courses may be inaccessible to specific individuals. Unfortunately,

some individuals have highly restricted access to a steady and fast Internet connection.

Inadequate internet connection and inevitable random general malfunctions can also disrupt

learning and must thus be accounted for. This is especially important if the rollout is worldwide,

as Internet connectivity and power dependability vary significantly between nations. They must

visit internet cafes or use public Wi-Fi, which is highly inconvenient, and as a result, the firm

creates unqualified employees, as per Maatuk et al. (2022). With the significant dependence on

computers that eLearning entails come the associated hazards. First, the organisation must verify

that every trainee has a device capable of running the training modules. Some eLearning
 Digital and E-learning 8

products require Flash software that iPads and other mobile devices do not support. Therefore,

all criteria must be specified from the outset.

A Lack of Control exists. Trainees with poor motivation are likely to fall behind while

utilising eLearning since there are no defined periods, and they are responsible for their own

organisation. In the absence of a regular or established timetable, eLearning may become

convoluted, as multiple deadlines are frequently assigned to different trainees at different phases

of their education (Hoq, 2020). In addition, there is Computer Competence. If their work does

not need it, some employees may not be particularly adept with computers. Even if the program

is user-friendly, the prospect of utilising it might be intimidating and demotivating to others.

Therefore, it is likely that these employees will learn far less than they would in a physical

course.

Generally, based on the benefits and limitations attached to ustilising digital and e-

learning in training, it is crucial to consider that organizations are consistently updating their

learning management systems and this considers issues such as offsite training and utilization of

digital platforms to conduct training. As a strong tool for transferring knowledge, e-learning is

capable of replacing traditional teaching techniques. Regardless, it is also important to reconsider

the relevance of motor skills and aspects of challenges that are attached to this means of training

that has had an influence on practices within companies. Companies need to assess their

capabilities and the risks that are attached before considering implementation. Issues such as

distance learning might be attached to non-attendance especially in organizations considering

long working hours within the company and learning from home. This might be considered by

employees as an opportunity to break from the working hours thus jeopardising the efficacy and
 Digital and E-learning 9

quality of the training. Regardless, considering the benefits including cost saving, accessibility,

and flexibility, this might be an opportunity to advancing different issues within a company.

In conclusion, the research has explored the benefits and drawbacks that organisations

face while utilising Digital and e-learning to educate their staff. Higher education as a whole has

had to rapidly shift away from enormous face-to-face classroom-based learning settings toward

online learning aids to help staff being trained in returning to the virtual classroom because of the

social distance standards set out by Covid-19. To keep their staff up-to-date on obligatory

training requirements such as ISO, a growing number of businesses are turning to online learning

management systems, online training content, and video-based learning instead of the

conventional classroom setting for training.

 Digital and E-learning 10

References

Alfarsi, G., Sulaiman, H., Tawafak, R.M., Malik, S., Jabbar, J. and Alsidiri, A., 2019. A Study of

Learning Management System with E-Learning.

Alsharhan, A., Salloum, S. and Shaalan, K., 2021. The impact of eLearning as a knowledge

management tool in organizational performance. Advances in Science, Technology and

Engineering Systems Journal, 6(1), pp.928-936.

Amarneh, B.M., Alshurideh, M.T., Al Kurdi, B.H. and Obeidat, Z., 2021, June. The Impact of

COVID-19 on E-learning: Advantages and Challenges. In The International Conference

on Artificial Intelligence and Computer Vision (pp. 75-89). Springer, Cham.

Ayu, M. and Pratiwi, Z.F., 2021. THE IMPLEMENTATION OF ONLINE LEARNING IN

ENGLISH LANGUAGE TEACHING DURING PANDEMIC: THE

TEACHERS'VOICE. Journal of Research on Language Education, 2(2), pp.93-99.

Bondar, I., Gumenyuk, T., Horban, Y., Karakoz, O. and Chaikovska, O., 2020. Distance E-

Learning in the System of Professional Development of Corporation Managers:

Challenges of COVID-19. Journal of Education and e-Learning Research, 7(4), pp.456-

463.

Daultani, Y., Goswami, M., Kumar, A., and Pratap, S., 2021. Perceived outcomes of e-learning:

identifying key attributes affecting user satisfaction in higher education

institutes. Measuring Business Excellence.

Dwivedi, Y.K., Hughes, D.L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J.S., Gupta, B.,

Lal, B., Misra, S., Prashant, P. and Raman, R., 2020. Impact of COVID-19 pandemic on

information management research and practice: Transforming education, work, and

life. International journal of information management, 55, p.102211.

 Digital and E-learning 11

Fewster-Thuente, L. and Batteson, T.J., 2018. Kolb's experiential learning theory as a theoretical

underpinning for interprofessional education. Journal of allied health, 47(1), pp.3-8.

Hamdan, M., Jaidin, J.H., Fithriyah, M. and Anshari, M., 2020, December. E-Learning in Time

of Covid-19 Pandemic: Challenges & Experiences. In 2020 Sixth International

Conference on e-Learning (econf) (pp. 12-16). IEEE.

Hohn, R.L., 2021. An educational psychologist considers the work of Edwin Gordon. Visions of

Research in Music Education, 16(1), p.48.

Hoq, M.Z., 2020. E-Learning during the period of pandemic (COVID-19) in the kingdom of

Saudi Arabia: an empirical study. American Journal of Educational Research, 8(7),

pp.457-464.

Kaasinen, E., Schmalfuß, F., Özturk, C., Aromaa, S., Boubekeur, M., Heilala, J., Heikkilä, P.,

Kuula, T., Liinasuo, M., Mach, S. and Mehta, R., 2020. Empowering and engaging

industrial workers with Operator 4.0 solutions. Computers & Industrial Engineering, 139,

p.105678.

Kumar Basak, S., Wotto, M. and Belanger, P., 2018. E-learning, M-learning and D-learning:

Conceptual definition and comparative analysis. E-learning and Digital Media, 15(4),

pp.191-216.

Kumar, V. and Sharma, D., 2021. E-Learning Theories, Components, and Cloud Computing-

Based Learning Platforms. International Journal of Web-Based Learning and Teaching

Technologies (IJWLTT), 16(3), pp.1-16.

Maaliw III, R.R., 2020. Adaptive Virtual Learning Environment Based on Learning Styles for

Personalizing E-Learning System: Design and Implementation. Online Submission, 8(6),

pp.3398-3406.
 Digital and E-learning 12

Maatuk, A.M., Elberkawi, E.K., Aljawarneh, S., Rashaideh, H. and Alharbi, H., 2022. The

COVID-19 pandemic and E-learning: challenges and opportunities from the perspective

of students and instructors. Journal of Computing in Higher Education, 34(1), pp.21-38.

Seppälä, J., 2021. User Experience of Learning Systems: Enhancing Student Motivations for

Frequent Mobile Language Learning Application Use.

Sulistyan, R.B., 2020. Lecturer E-learning Training: The Role of Social Exchange

Theory. empowerment society, 3(2), pp.50-56.

Webb, J., 2021. Learning in lockdown: A case study in rapid transition to remote

teaching. Business Information Review, 38(1), pp.15-20.