Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning
Open accessAbstract
E-learning systems are receiving ever increasing attention in academia, business and public administration. Major crises, like the pandemic, highlight the tremendous importance of the appropriate development of e-learning systems and its adoption and processes in organizations. Managers and employees who need efficient forms of training and learning flow within organizations do not have to gather in one place at the same time or to travel far away to attend courses. Contemporary affordances of e-learning systems allow users to perform different jobs or tasks for training courses according to their own scheduling, as well as to collaborate and share knowledge and experiences that result in rich learning flows within organizations. The purpose of this article is to provide a systematic review of empirical studies at the intersection of e-learning and organizational learning in order to summarize the current findings and guide future research. Forty-seven peer-reviewed articles were collected from a systematic literature search and analyzed based on a categorization of their main elements. This survey identifies five major directions of the research on the confluence of e-learning and organizational learning during the last decade. Future research should leverage big data produced from the platforms and investigate how the incorporation of advanced learning technologies (e.g., learning analytics, personalized learning) can help increase organizational value.
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Personalized adaptation in neuroadaptive training can help optimize learning because training does not become too easy or too overwhelming, thus enhancing the rate at which skills are learned and improving their retention.
“Such personalized adaptation can help optimize learning because training does not become too easy or too overwhelming, thus enhancing the rate at which skills are learned and improving their retention, according to [215].”
From Leveraging AI in E-Learning: Personalized Learning and Adaptive Assessment through Cognitive Neuropsychology—A Systematic Analysis (2024) · cites this paper as [215]
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- Authors
- Giannakos, M. N., Mikalef, P., & Pappas, I. O.
- Affiliations
- Norwegian University of Science and Technology (NO)
- University of Agder (NO)
- Corresponding author
- Pappas, Ilias O.
- Venue
- Information Systems Frontiers
- Published
- 2021-02-01
- Volume
- 24
- Issue
- 2
- Pages
- 619-635
- ISSN
- 1387-3326 (ISSN-L)
- 1572-9419
- PMC
- PMC7850520
- OpenAlex
- W3128678085
- Cited by
- 141
- References
- 88
- Citations by year
- 2026: 25 · 2025: 30 · 2024: 31 · 2023: 31 · 2022: 20 · 2021: 4
- FWCI
- 3.70
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Information Systems Frontiers (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (acceptedVersion)
- NORA - Norwegian Open Research Archives (submittedVersion, cc-by)
- Funders
- NTNU Norwegian University of Science and Technology
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › E-Learning and Knowledge Management
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Organizational Learning and Leadership
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Keywords
- online learning, organizational learning, employee training, knowledge sharing, learning analytics, personalized learning, organizational values, COVID-19 pandemic
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