Beside team communications, this blog features posts written by community members. If you have a Lift account you can also share your thoughts and ideas by clicking here. Here is a post about elearning, one of the topics that will be addressed during the upcoming Business School 2.0 workshop.

E-learning is expanding worldwide and is deeply changing teaching modes and knowledge management practices. We agree that e-learning may lead to positive changes in facilitating circulation of knowledge and access to education of people with social or financial difficulties. Moreover, we may admit that younger people may find in the ICT a funnier way to learn, closer to their habit of social networking on the web.

However, and as any radical innovation which is both technological and social oriented, e-learning does not always reach the expected objectives. And in a more severe way, we postulate that, when mis-implemented and misused, e-learning may undermine knowledge management and teaching modes. Such “dark side” or negative aspect of e-learning are often neglected. We present the main results from a qualitative and inductive research which has been conducted at Euromed Management two years ago around the general topic: “what is ideal course?” and “what are the very appropriate ICT to learn?”

We found that students were facing difficulties, not only in using the "tools 2.0" (collaborative tools, shared resources, ...) but also in understanding and challenging the different resources available to them (Wikipedia-like web sites, online courses, dedicated databases such as EBSCO...).

Before going further with even more complex tools and procedures, those two basic issues point out that the successful e-campus needs to at least address the following: