声称与电子学习,员工能够参加self-faced和互动学习,否则不可能,和电子学习所需的教学方法影响员工改变他们的学习行为在他们的工作环境中作为一个有影响力的训练工具,它也指出,学习者控制并不总是带来更好的结果;在规划和资源可以使用表面上,学习者浏览阅读电子学习材料没有真正吸收目的是传达的意义已经指出,在线学习也可以帮助组织的标准化的培训和交付,同时大量地理上分散的员工。所需的培训也可以比传统方法更快地交付给大量的员工。此外，与更传统的基于课堂的培训相比，研究发现电子学习同样有效，并且在帮助克服与内向和物理距离相关的学习障碍方面具有优势。然而，人们也认识到，进行电子学习可能需要更好的个人时间管理和学习技能比那些需要在更直接的教学环境，电子学习可能不适合所有类型的学习和内容.
新西兰作业代写:电子教学
It has been claimed that with e-learning, employees are able to take part in self-faced and interactive learning that would otherwise not be possible, and that the learner-centered approach required by e-learning influences employees to alter their learning behaviours within their work environment as well as being an influential training tool However, it has also been noted that learner control does not always deliver better outcomes; in that programmes and resources may be used superficially whereby learners skim read the e-learning materials without really absorbing the meaning of what is intended to be conveyed It has been noted that e-learning can also be useful to organisations in terms of standardising their training and in delivering it simultaneously to large geographically dispersed employees (Brown and Charlier, 2013). Required training can also be delivered much more quickly to large numbers of staff than with more traditional approaches (Welsh et al, 2003). Furthermore, in comparison to more traditional classroom based training, studies have found that e-learning can be just as effective, and has advantages in terms of helping to overcome learning barriers associated with introversion and physical distance (McKenzie and Murray, 2010). However, it has also been recognised that undertaking e-learning may require better personal time management and study skills than those needed in a more directed taught environment (Helyer, 2010), and that e-learning may not be appropriate for all types of learning and content
