ABSTRACT. The empirical investigation described in this paper points out that in particular circumstances e-learning might generate more relevant academic results by establishing a pedagogical experience that is hard or unfeasible to generate in the classroom or via alternative media. When didactic design features are maintained consistent throughout delivery requirements, e-learning and classroom education may bring about comparable learning outcomes. Delivery media do not impact learning, but are the channels via which teaching conditions are provided to students. The success of e-learning can be proven by assessing not distinct technologies but the consequences of certain pedagogical characteristics and reinforcements embedded in them. (Bell and Federman, 2013) This research makes conceptual and methodological contributions to the theory that interactivity considerably affects the strength of e-learning programs, and that particular kinds of synergy might generate more relevant results than others. Whether a specific e-learning program is adequate in a particular situation is determined by its capacity to give rise to the requirements essential for individuals to learn.
JEL codes: I23; D83

Keywords: organizational e-learning; knowledge management; higher education

How to cite: Popescu, Gheorghe H. (2017), “Organizational E-learning and Knowledge Management in Higher Education,” Journal of Self-Governance and Management Economics 5(1): 87–93.

Received 10 May 2016 • Received in revised form 25 June 2016
Accepted 26 June 2016 • Available online 10 July 2016


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Center for Applied Macroeconomic Analysis
at AAER, New York;
Dimitrie Cantemir Christian University, Bucharest

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