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Cited by 141E-Learning and Knowledge ManagementOrganizational Learning and LeadershipInnovative Education and Learning Practices

The DOI matches its Crossref record; 87 of the 88 references it cites were found in a registry or an index.

Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

Open access
Giannakos, Michail N., Mikalef, Patrick, Pappas, Ilias O.·2022·Information Systems Frontiers
DOI 10.1007/s10796-020-10097-2PMC PMC7850520
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Abstract

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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Crossref · 10.1007/s10796-020-10097-2

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Fig. 1 Representation of the combination of enterprise learning and knowledge flows. (adapted from Goggins et al. 2013)
Fig. 1 Representation of the combination of enterprise learning and knowledge flows. (adapted from Goggins et al. 2013)CC BY · PubMed Central
Fig. 2 Stages of the selection process
Fig. 2 Stages of the selection processCC BY · PubMed Central
Fig. 3 Association of the different e-learning technologies with the industries to which they are applied in the various studies. Note: The size of the circles depicts the frequency of studies, with the smallest circle representing one study and the largest representing six studies. The mapping is extracted from the data in the Appendix, which outlines the papers that belong in each of the circles
Fig. 3 Association of the different e-learning technologies with the industries to which they are applied in the various studies. Note: The size of the circles depicts the frequency of studies, with the smallest circle representing one study and the largest representing six studies. The mapping is extracted from the data in the Appendix, which outlines the papers that belong in each of the circlesCC BY · PubMed Central
Fig. 4 Association of the different e-learning technologies with the objectives investigated in the various studies. Note: The size of the circles depicts the frequency of studies, with the smallest circle representing one study and the largest representing five studies. The mapping is extracted from the data in the Appendix, which outlines the papers that belong in each of the circles
Fig. 4 Association of the different e-learning technologies with the objectives investigated in the various studies. Note: The size of the circles depicts the frequency of studies, with the smallest circle representing one study and the largest representing five studies. The mapping is extracted from the data in the Appendix, which outlines the papers that belong in each of the circlesCC BY · PubMed Central
Fig. 5 E-learning capabilities to enhance organizational research agenda
Fig. 5 E-learning capabilities to enhance organizational research agendaCC BY · PubMed Central

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Research works printed but not linked: 1

  1. Marshall, S. (2006). New Zealand Tertiary Institution E-learning Capability: Informing and Guiding eLearning Architectural Change and Development. Report to the ministry of education. NZ: Victoria University of Wellington.

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Metadata

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.
ORCID
Venue
Information Systems Frontiers
Publisher
Springer Science and Business Media LLC
Published
2021-02-01
Volume
24
Issue
2
Pages
619-635
ISSN
  • 1387-3326 (ISSN-L)
  • 1572-9419
DOI
10.1007/s10796-020-10097-2
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
Licence
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 › Education › 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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