This paper deals with lifelong learning. Based on a three-year case study it provides evidence of innovations in this area. The paper aims to add to the body of work in blended learning by providing evidence of knowledge, persuasion, decision, implementation, and confirmation of learning innovations. In particular, the paper provides guidance for future developmentEducation for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Andresen, Bent B.

English

El Servicio de Difusión de la Creación Intelectual

  
Impact of Lifelong E-learning 
Evidence and Guidance 
Bent B. Andresen, Ph.D. 
Danish University of Education 
Tuborgvej 164, DK-2400 Copenhagen NV, Denmark 
bba@dpu.dk 
WWW home page: http://www.dpu.dk/om/bba 
 
Abstract. This paper deals with lifelong learning.  Based on a three-year case 
study it provides evidence of innovations in this area.  The paper aims to add 
to the body of work in blended learning by providing evidence of knowledge, 
persuasion, decision, implementation, and confirmation of learning 
innovations. In particular, the paper provides guidance for future development.  
1 Introduction 
An innovation is considered to be an idea, a practice, or an object that is perceived as 
new by individuals or other units of adoption [1].  What matters is the perceived 
newness.  Lifelong learning and blended e-learning – the topics of this paper – are 
relatively new to many individuals.  Currently, many individuals are learning to deal 
with this innovation.  For example, they experience a process of development with 
interrelated education, training, work and retirement (Figure 1). 
 Moreover, many individuals experience that focus is increasingly shifting from 
the content to be learned to the definition of competencies to be acquired [2].  Many 
people thus have to learn to identify their need for competencies in a lifelong 
perspective.  
In addition, they experience that face-to-face education is completed by self-
directed learning in a three-way interaction among participants, tutors, and a 
technology cluster.  The cluster being the third partner can be defined as some 
distinguishable elements of technology that are perceived as being closely 
interrelated [1].  For example, a frequently-used e-learning cluster encompasses e-
mail, learning management systems, and web-based materials. 
2 Bent B. Andresen 
 
 
Education Training Work Retirement 
Traditional phases 
Lifelong Learning 
Education 
Training 
Work 
Retirement 
 
Figure 1. Lifelong learning [3]. 
 
This paper gives an account of a case study concerning a three-way partnership 
of face-to-face, self-directed learning and technology cluster (blended e-learning) in 
the field of occupational health, which has long been one of the three Danish in-
service educations most in demand [4].   
The study had the following main stages:  
1. Designing and conducting an exploratory case study concerning innovative pilot 
courses; 
2. Analyzing the pilot study evidence and developing the recommendations and 
implications; 
3. Designing and conducting an impact case study; 
4. Analyzing the impact case study evidence and developing the conclusions and 
final recommendations. 
2 The Role of the Change Agent 
At first, the study examines the crucial role of change agents.  The notion of change 
agent is defined as an individual or decision-making unit that influences innovative 
decisions in a direction deemed desirable by this agent [1].  In this case, a change 
agent, the Labour Markets Bureau of Service, provided learning objectives, i.e. 
competencies to be acquired by the participants, and e-resources including learning 
materials.  In addition, the change agent coached the course providers.  
This coaching occurred over time and consisted of a series of different events.  
To begin with, a handful – out of the more than one hundred – of course providers 
decided to implement the blended-learning approach.  
The decision-making process these course providers used included the following 
stages: knowledge, persuasion, decision, implementation, and confirmation.  
Impact of lifelong e-learning 3 
 
Knowledge was created when the course providers were exposed to the existence 
of the innovation and gained an understanding of how it functions.  Initially, the 
change agent provided knowledge about the new concept.  This included the course 
flow, i.e. the mixed organisation of face-to-face seminars and self-directed learning 
using web-based course materials and a learning management system. 
Persuasion occurred when the course providers formed a favourable attitude 
towards the innovation.  For example, the course providers asked questions about the 
new concept similar to the questions mentioned in the theory of diffusion of 
innovations by Rogers [1], e.g.: 
- How does the innovation work in our practice? 
- What are the intended consequences of the innovation for our practice? 
- What will its advantages and disadvantages be in our situation? 
In order to provide answers to these questions, the change agent had a crucial 
role.  The answers provided fostered a favourable attitude towards the new course 
concept and the decision to adopt it.  
The decision took place when the course providers engaged in activities that led 
to the adoption of the innovation.  
Implementation took place when the course providers put the new approach to 
use.  In the implementation phase, the course providers trained their tutors and 
applied the learning management technology to a professional development setting. 
Finally, confirmation took place when the course providers sought reinforcement 
of the decision already made.  Among other things, they examined the results of 
some pilot courses.  
At first, the change agent and course providers considered outcomes of six pilot 
courses in order to re-invent the course concept.  In this context, the notion of re-
invention refers to the degree to which the original self-directed learning concept was 
changed in the process of development and adoption.  Since most participants were 
unfamiliar with the learning concept, the general information about the courses had 
to be revised in order to foster realistic expectations about the learning activities.  In 
addition, the learning tasks had to be revised before they were used in a two year trial 
period (Table 1).  
Table 1. Case study concerning e-learning in the field of occupational health 
Type of course No. of courses No. of enrolled individuals 
First year pilot courses 6 50 
Year 2-3 courses 52 735 
Total 58 785 
3 For better or for worse? 
The study was based on quantitative and qualitative data from former participants 
regarding their learning processes, i.e. knowledge and methods of analyses and 
improvement of the health and security of their workplaces.  By comparing these 
data, the study provided evidence – as opposed to assumptions – of what works in 
the field of lifelong e-learning.  
4 Bent B. Andresen 
 
In addition, the outcome of the e-learning courses was compared to the outcome 
of a traditional face-to-face course with identical objectives and content.  In both 
learning scenarios, more than 90 pct. of the participants considered their previous 
knowledge a starting point in their learning processes and they agreed that the course 
met their needs for knowledge, skills, and values as well as their expectations and 
objectives [5].  
Furthermore, almost all agreed that the course fostered their development of 
important competencies in an ongoing learning perspective.  
It also prepared them to search for and use information and to analyse and take 
action.  
The e-learning concept has its drawbacks in terms of comprehensiveness.  The 
learning achieved by the participants in the regular course amounts to little more than 
the general knowledge about the subject achieved by the participants in the blended 
course. 
However, there was a significant difference regarding the learning breadth/depth.  
The e-learning approach had an advantage, since it allows for greater depth in the 
learning.  The flexible learning concept assigned a sufficient amount of time to 
complete deeper analysis and elaborate problem solving tailored to local challenges.  
These findings are considered evident, since they are generally documented over 
a three-year period.  
4 Intended and unintended Consequences 
The impact study addressed the question of the development of competencies in a 
lifelong learning perspective.  Did the blended learning event really influence the 
lifelong learning of the participants? In order to answer this crucial question, the 
change agent collected information about the long-term outcome of the e-learning 
approach in terms of the participants’ knowledge, attitudes, and ability to put into 
practice what has been learnt.  
The impact study was undertaken half a year after the last day of the course.  The 
impact was judged with respect to the participants’ needs for a broad spectrum of 
competencies including: 
- Communicating and negotiating; 
- Searching and using information; 
- Analysing and monitoring; 
- Investigating and reporting; 
The value of the course work with respect to these competencies is shown in 
Table 2, which indicates that in general, recognised and measurable learning 
outcomes are achieved during course work. 
Impact of lifelong e-learning 5 
 
Table 2. E-learning impact [4]. 
Activity Undertaken the 
activity 
Highly or some 
degree of 
experienced utility 
value  
Influencing (communication with 
colleagues) 
71 pct. 81 pct. 
Searching (information about working 
environment) 
68 pct. 64 pct. 
Monitoring (working environment) 61 pct. 83 pct. 
Investigating (accidents and illness due to 
work) 
41 pct. 80 pct. 
 
In particular, the impact study provided evidence of the value of the use of ICT 
to foster learning.  As part of the course work, the partakers used a technology 
cluster including e-mail, learning management systems, and web-based materials.  
The participants greatly appreciated using it to share knowledge and distribute 
information about course work.  During the course, they were not just inspired by 
their tutors but also by the work of other participants, which they accessed through 
the learning management platform. 
In order to benefit from the digital communication the participants needed 
fluency with respect to the cluster of technology.  Since the working environment for 
some professions does not provide access on a regular basis to a cluster of 
technology, it is evident that the e-learning approach holds some drawbacks for these 
groups of professionals.  
A desired consequence, however, was increased ICT literacy, i.e. competencies 
related to the use of ICT, and information literacy, i.e. knowledge on how and where 
to search and find relevant information.  Two-thirds of the participants considered 
the technology-related competencies they acquired very useful.  
4 Conclusion 
This paper reports a case study regarding innovations in the field of lifelong learning.  
Among other things, it provides evidence of professional development, e.g., how to 
make innovations in learning with deeper learning outcomes and long-term impacts.  
In addition it reports evidence of how to foster the development of digital literacy 
and information literacy, and these results can be used for future innovation in 
professional development and lifelong learning.  
References 
1. Rogers, E. M. (2003). Diffusion of Innovations. Fifth Edition. New York: Free Press. 
 
6 Bent B. Andresen 
 
2. Letschert, J. (Ed.) (2004). The integrated person: How curriculum development relates to 
new competencies. Enschede: CIDRE. 
 
 
3. Triggs, D. (2004). Networking for transformation: A vision for the Future. Sellinger, M. 
(ED.) Essays from Innovators. London: Premium Publishers. 
 
4. Andresen, B. B. & Knudsen, B. (2005). Best practice in professional development: How 
to improve the quality of real-life e-learning? Cape Town: University of Stellenbosh. 
 
 
5. Knudsen, B. (2004). Sikkerhedsgruppens arbejdsmiljøuddannelse. Evalueringsrapport 
2003 (udvidet udgave). Copenhagen: ASC. 
 


Impact of lifelong e-learning : Evidence and guidance

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