Evaluation - produce proposals for the possible re-branding of my school Essay Example for Free

Evaluation produce proposals for the possible re-branding of my school Essay My design brief was to produce proposals for the possible re-branding of my school. When doing this I researched what the faculties wanted and needed and so I designed a questionnaire to gather the information I required. I also researched different graphic designers, their work and various design movements throughout history such as Abram Games who is a British mid-twentieth century designer and official war artist during world war two. His style of design is very patriotic as in most of his work he uses red, white and blue; the colours of the union jack. He incorporates them very well and subtlety. I like his work because its very classic, memorable and simple. His work is landmark. I did this because it gave me inspiration, an influence and it offered a look at how previous designers worked. I did web searches on the images connected to different faculties and just asked people what images came to mind when I said a faculty name this provided me with many logo ideas. In addition I looked at existing logo designs in books wherein designers explored many different techniques, which I could use in my designs. I had many specifications that determined what my final design would look like. * Such as my target group, which was the staff, pupils and parents because of this I had to select designs that satisfy and do not displease them. * In my specification I had a running theme or image that I worked around; a smart, scholastic, classic yet modern image and I tried to portray this in my designs. I had a variety of different design ideas and when deciding on my final design I had many factors, which would govern what I would choose. For example how complicated the designs were, or how much colour was used. Such as when I had a large design dominated by black, I could not use this because of the expenses and issues that may arise with such a vast amount of ink. I dont think I did much planning that ensured success and a quality product but I did research different colours on the colour wheel and their effects and what they represent. In this project I dont think I used many new tools or materials however I did use Photoshop, Microsoft Publisher, Paint, the internet, printers, scanners and general sketching that was stressed as important by my teacher and did prove so. I did not fully answer my design brief as I was not on schedule but I did produce some sort of proposal. I have not shown my logo to the head of faculty but overall I feel it is a strong and bold logo, which is pleasing to the eye. The considerations I had were.

The French Revolution :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The year 1789 brought France the biggest period of change she had or would ever experience. During the next ten year period, now known as the French Revolution, saw the overturn of and murder of Louis XVI, a time of chaos and much bloodshed, and the establishment of a new government that would change France forever. Many aristocrats were murdered during the Reign of Terror, and many leaders of the revolution themselves were murdered as the people continued to revolt. A new constitution was written and then another immediately followed as the Declaration of the Rights Man was proclaimed throughout the land. This time period ended when Napoleon Bonaparte became the first consul of France. France Before the Revolution   Ã‚  Ã‚  Ã‚  Ã‚  Before the revolution, France was divided into three classes, or estates as they were called. The first two, the nobility and the clergy, received many privileges that the other classes did not. The third class was made up of merchants, professional people, the workers, and the peasants. This caused a major division between the classes and the third class was becoming very upset with the way they were being treated.   Ã‚  Ã‚  Ã‚  Ã‚  At this point in French history, the kings of France had believed that they were only responsible to God for the way they chose to rule. However, if they wanted to receive advice, they could ask a legislative body called the Estates General that contained representatives from all three classes. The problem was that the kings were not required to do this and had not done so since 1614.   Ã‚  Ã‚  Ã‚  Ã‚  The royal taxes were very heavy which drained all the money from the third class and was then used by the king to live luxuriously. The nobles also drained all of the money from their estates so that they could continue to live a rich lifestyle. Causes of the Revolution The Philosophers. The philosophers were brilliant men who wanted to reorganize the government and society on a basis of reason. They’re were some who thought that the English system of government was better while one man’s writings, Jean Jacques Rousseau, even influenced the writers of the United States Constitution. Louis XVI Becomes King. Louis XVI became king when he was after his grandfather Louis XV died. The young king meant well for his country, but was inexperienced, immature, and not very intelligent in his dealings with government.   Ã‚  Ã‚  Ã‚  Ã‚  When Louis XVI came to the throne, there were some big problems in France, the main problem being money.

Mitchell’s Gone With the Wind

Margaret Mitchell’s celebrated novel Gone With the Wind weaves a wonderful love story that happened in the eve of the American Civil War. Almost everyone has known the two lovebirds named Scarlett O’Hara and Rhett Butler, whose tempestuous love affair and memorable lines popularized in the film version of the novel. The Civil War background, the pathos of the South’s defeat, the poverty and suffering (with its clear parallels to the 1930s depression) and eventual economic triumph of Scarlett, so cheering to readers with little to feel cheerful about, and then the â€Å"realistic† ending with its bitter-sweet parting of Rhett and Scarlett, contained more excitement than a dozen lesser novels. All readers are enthralled about the details of how the Southern life runs, the humor, the dozens of colorful minor characters all presented in competent and flowery prose. Definitely, it is a must-read novel for love story fanatics who don’t mind to get a strong dose of American history to go along with the love affair of the main characters. Actually, Gone with the Wind is not solely a love story because it is considered as a coming-of-age story of Scarlett O’Hara. At the novel’s opening in 1861, Scarlett O’Hara is a sixteen-year-old Southern belle, when it concludes in 1873 she is a twenty eight year-old woman. Millichap (1994) recounted that in the twelve year span of the novel, Scarlett â€Å"experiences Secession, Civil War, and Reconstruction, as well as romance, love, marriage, and motherhood. Scarlett lives through the adolescent trauma of American culture, which is matched by a traumatic personal history as much or more tumultuous†. She was fuelled by her own life and that’s why â€Å"Mitchell created one of the most arresting tales of troubled adolescence in American literature and in so doing created a novel which will continue to captivate teenagers and fascinate their teachers well into the next century†. The relevance of this novel in American history is that Scarlett is caught up in the historic period like the Secession, Civil War, and Reconstruction that we all studied in our history class. When the Southwest was defeated during the Civil War, the huge plantations were destroyed and the slaves were freed. This prompted plantation owners to suffer greatly from their downfall. The American Civil War also interrupted cotton supplies that had disastrous effects in the United States. The Great Hunger of the 1840s was a time of agrarian crisis and industrial slump. We can all experience these parts of American history as readers go through the life of Scarlett O’Hara. By reading the novel, we can see the events that transpired during these periods through the eyes of a woman struggling to redeem herself from all the difficulties brought about by the events that happened. In this way, readers can learn about American history when reading the novel as these were intertwined with the life of the heroine in the Mitchell’s novel. For younger readers, Scarlett O’Hara’s development from teenaged girl to mature woman proves as fascinating now as it did when the book was first published in 1936 or when the movie first appeared in 1939. The particular, indeed peculiar energy of the story proceeds from Mitchell’s own girlhood, adolescence, and young adult life. During these years she heard the family legends of the Civil War era into which she projected her own development toward womanhood. The novel combines Mitchell’s family and personal romances with historical facts to create powerful and popular fiction. Also, it was a great hit during the time of its publication because many people can relate it to the Great Depression that happened in the 1920s. As Beye (1993) writes: Gone With the Wind was published in the depths of the Great Depression. The years of the Depression were followed by the Second World War. It is not hard to see how it spoke to an American audience of that period. The economic and social disaster that the Civil War brought to the white aristocracy of the old South is a good metaphor for the economic and social dislocation that millions of ordinary Americans experienced between 1936 and 1946. Suddenly vast numbers of people were devastated by hunger, homelessness, and joblessness. Often, however, they were also freed from middle class gentility; women especially were freed from propriety; classes were mixed up; immigrant groups became richer and freer in the experience of America; war made women independent of men as never before. Reading the book was an awe-inspiring experience, although there are parts that can be dragging. All in all, the love story was quite enthralling indeed and readers can both enjoy the plot of the story and take a slice of American history without a sweat. Works Cited Beye, Charles Rowan. â€Å"Gone with the Wind, and Good Riddance, Southwest Review 78.3 (Summer 1993): 366-80. Millichap, Joseph R. â€Å"Margaret Mitchell: Overview†, in Berger, Laura Standley (Ed.), Twentieth-Century Young Adult Writers, 1st ed. Detroit: St. James Press, 1994. Mitchell, Margaret. Gone With the Wind.

E-learning Essay Example Pdf - Free Essay Example

Sample details Pages: 9 Words: 2820 Downloads: 8 Date added: 2017/06/26 Category Education Essay Type Critical essay Did you like this example? Introduction This paper aims to critically explore the use of e-learning in the workplace, identifying both its benefits and its limitations as a viable alternative to more traditional forms of training and education at work. It begins by examining the growth in the use of e-learning systems and the rationale for this, and outlines its various forms. The paper then investigates the relative benefits e-learning has for organisations alongside some of the perceived challenges and criticisms of its use. The paper concludes by summarising the key learning points raised. The growth of E-Learning Globally, the e-learning market has been growing rapidly, and e-learning is beginning to emerge as the new model of training and education across a wide range of different sectors and industries (Su et al, 2008). This growth has resulted in part from extensive changes in the working environment, and from a shift from a product-based economy to a knowledge-based one, meaning that there is a more pressing need to train and educate workforces in new technologies and services (Ong, Lai and Wang, 2004). In addition, technological advancement and challenges in technology-oriented working life have paved the way for new forms of electronic learning (Cheng et al, 2014). Consequently, e-learning now accounts for a significant proportion of corporate investment in workforce training (Deeney, 2003). Don’t waste time! Our writers will create an original "E-learning Essay Example Pdf" essay for you Create order Understanding the nature of E-Learning Systems According to Govindasamy (2002), e-learning is a learning experience that is delivered by electronic technologies including for example, the use of the internet, intranets, interactive TV, virtual classrooms and so forth. However, there is no clear agreement on its definition and as a concept, it has been researched in various forms such as an instructional medium (Salas et al, 2002), a training method (Burgess and Russell, 2003), and a learning environment (DeRouin, Fritzsche and Salas, 2005). It has been reported that the lack of consensus over the typology of e-learning in an organisational setting, the vagueness of the terminology used, the vastness in the range of technology and pedagogy involved demonstrates the complexity of e-learning as an entity (Cheng et al, 2014). For some, e-learning is considered only as a mechanism for delivering training and education via electronic medium (Engelbrecht, 2005), whereas for others, it is seen as a distinct form of learning which uses collaboration, internet-based communication and the transfer of knowledge to enhance and develop both the individual themselves and their organisation (Kelly and Bauer, 2004). Whichever way it is viewed, the growth of the e-learning market has resulted in the development and innovation of a vast range of different e-learning technologies including media streaming, providing learners with a much more stimulating and interactive learning experience (Liu, Liao and Pratt, 2009). The Benefits of E-Learning Some of the most commonly cited benefits of using e-learning systems as a means of training and educating the workforce include: a reduction in costs due to decreasing the amount of time spent off-site at expensive courses, travel and venue costs, and allowing more effectual use of downtime at work (Jewson, Felsted and Green, 2015); overcoming the limitations of time and physical space to deliver training courses (Gordon, 2003); an increase in the level of compliance to mandatory training for large workforces (Harun, 2002); increased convenience for the participants themselves in terms of choosing when to undertake training and access the course materials (Capper, 2001); and not needing to depend on the time or availability of a trainer (Bouhnik and Marcus, 2006). 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 influ ences employees to alter their learning behaviours within their work environment as well as being an influential training tool (Bandura, 2002). 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 (Kraiger and Jerden, 2007). 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 over come 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 (Welsh et al, 2003). Another, less frequently cited benefit of e-learning is that it has the potential to manage the growth in the amount of information that employees are required to learn. It is claimed that this growth has often led to information overload during training sessions, leading to ineffective training where learners cannot retain all that is being presented to them. By conducting the training via e-learning and only the most interactive part in a traditional classroom setting, the information can be delivered over a longer period of time, and therefore improve information retention (Welsh e t al, 2003). Finally, a further potential benefit of e-learning programmes is their capacity to track the activity of learners and their level of achievement in terms of online testing of learner activities (Welsh et al, 2003). Within e-learning, tracking and storage can be made automated. This is particularly beneficial when training is required to demonstrate compliance to mandatory training requirements for example (Welsh et al, 2003). Limitations of E-Learning Systems Whilst the benefits of e-learning systems are widely recognised, it has also been criticised as not being as effective or inclusive as more traditional approaches to training and education, and concerns have been expressed that e-learning sometimes fails to live up to its full potential demonstrated through high attrition and sometimes low usage rates (Wang, 2010). Deltsidou et al (2010) found that some individuals who use e-learning systems experience higher levels of anxiety when doing so due to limited IT skills, which subsequently has a detrimental impact on their experience of learning. It has also been argued that for those who are more computer literate, some traditional types of e-learning programmes are found to be restrictive and do not facilitate effective self-directed learning (Pata, 2009). The lack of learner interaction that occurs in the more traditional classroom setting has also been identified as a potential drawback for e-learning programmes (Brown and Charli er, 2013). In particular, it is felt that senior management could become too preoccupied with the capability to push information onto employees and forget that in order for learning to become embedded it involves more than just information provision and instead also requires practice, feedback, and guidance (Welsh et al, 2003). Other limitations of e-learning systems which have been identified stem from problems associated with the technology itself. In particular, unreliable IT systems can act as a key barrier to e-learning with insufficient access to technical support, freezing computer screens, intermittent internet connections, and excessively long download times for accessing course material (Creedy et al, 2007). Issues around security such as computer hacking and viruses can also be problematic for e-learning programmes and the organisations who use them (Ramim and Levy, 2006). From a cost point of view, implementing e-learning systems often involves high levels of upfro nt investment to purchase not only the hardware that is required, but also in relation to the ongoing costs involved in maintaining and renewing licenses that are often associated with external e-learning packages (Childs et al, 2005). Specific costs include development costs to design and build the actual courses as well as hardware and software costs to allow users to access the training (Welsh et al, 2003). Furthermore, conducting testing of learning can be challenging with e-learning in relation to assuring the authenticity of those taking the test or exam (Gunasekaran, McNeil and Shaul, 2002). Acceptance of E-learning in the workplace The acceptance of e-learning as an appropriate means of training and education by employees is critical to its successful implementation in the workplace, and the reasons why employees might accept or reject such technology must be considered by organisations (Joo Yoo, Han and Huang, 2012). One of the main theories used to explain such acceptance and the relative success or failure of the implementation of new technology such as e-learning, is the technology acceptance model (TAM) (Liu, Liao and Pratt, 2009). The TAM was derived from the theory of reasoned action and proposes two specià ¯Ã‚ ¬Ã‚ c perspectives on why new technology is accepted or not which relate to the usefulness of the technology and its ease of use (Vijayasarathy, 2004). The greater the perceived usefulness and ease of use of a system, the stronger the willingness and intention is to use it (Davis, 1989). The perceived usefulness relates to the extent to which it is considered that the technology will imp rove performance, and the perceived ease of use is the degree to which it is believed that using the technology will be unproblematic (Davis et al, 1989). In relation to e-learning, Ong, Lai and Wang (2004) identified that computer self-efficacy significantly impacts on its perceived usefulness and ease of use, with those who have higher levels of computer self-efficacy being much more likely to have positive perceptions of usefulness and ease of use. Therefore, organisations need to take into consideration the level of computer efficacy amongst its workforce before implementing e-learning. Associated with the TAM is the theory of flow. This theory is concerned with concentration and asserts that when individuals are in flow, they become engrossed in their activity, and according to Liu, Liao and Pratt (2009), this theory can help to explain the intended and actual use of e-learning programmes by individuals. Media rich and interactive e-learning systems are more likely to eng age individuals and result in flow which then impacts on their learning outcomes and experience. Critics of e-learning state that a high level of self-motivation is needed in order to effectively complete programmes, and Roca and Gagne (2008) propose that self-determination theory is useful for conceptualizing the influence of organisational factors in an individuals motivation to use e-learning. From their study, they found that individuals were more likely to continue using e-learning when they feel autonomous, competent and enjoy using it. They conclude that consistent with self-directed theory, when individuals participate in learning because it is interesting and enjoyable, they are more likely to engage with it and benefit from it. Conclusion From the critical review above, it is evident that the use of e-learning, as a model of training and education in the workplace, is growing at a rapid pace in response to the demands from ever changing working environments, shifts towards knowledge based economies, and advancements in technology. Numerous benefits of e-learning have been identified focusing mainly around cost savings, learner convenience, flexibility, consistency and particularly in its ability to provide training and education to large, dispersed workforces simultaneously. However, a number of challenges for organisations have also been identified around, gaining the acceptance of the workforce in implementing such e-learning technologies, underpinned by different theories such as TAM, flow and self-determination theory. Other limitations of e-learning have also been cited in relation to high start-up costs and problems associated with equipment and internet problems. Further concerns that have been identifi ed in the current literature are around the lack of interaction between learners with e-learning which exists with the more traditional classroom learning environment. However, despite the identified limitations, it would appear that e-learning in the workplace is going to continue to grow alongside continuous advancements in associated technology, and sophistication of e-learning programme design. In addition, computer usage and the use of digital technologies is expanding and becoming the norm and so acceptance of e-learning is becoming much more prevalent. It is therefore likely to continue to form a significant proportion of corporate investment in workforce training and development in the future. References Bandura, A. (2002) Social cognitive theory in cultural context, Applied Psychology, Vol. 51 (2), pp. 269. Bouhnik, D. and Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society Information Science and Technology, Vol. 57 (3), pp. 299à ¢Ã¢â€š ¬Ã¢â‚¬Å"305. Brown, K.G. and Charlier, S.D. (2013) An integrative model of e-learning use: Leveraging theory to understand and increase usage, Human Resource Management Review, Vol. 23 (1), pp. 37-49. Burgess, J. R. D. and Russell, J. E. A. (2003). The effectiveness of distance learning initiatives in organizations. Journal of Vocational Behavior, Vol. 63, pp. 289à ¢Ã¢â€š ¬Ã¢â‚¬Å"303. Capper, J. (2001). E-learning growth and promise for the developing world. TechKnowLogia, pp. 7-10. Cheng, B., Wang. M., MÃÆ' ¸rch, A.I., Chen, N.C., Kinshuk, J. and Spector, M. (2014) Research on e-learning in the workplace 2000à ¢Ã¢â€š ¬Ã¢â‚¬Å"2012: A bibliometric analysis of the literature, Educational Research Review, Vol. 11, pp. 56à ¢Ã¢â€š ¬Ã¢â‚¬Å"72. Childs, S., Blenkinsopp, E., Hall, A. and Walton, G. (2005) Effective e-learning for health professionals and studentsà ¢Ã¢â€š ¬Ã¢â‚¬ barriers and their solutions. A systematic review of the literature: findings from the HeXL project, Health Information and Libraries Journal, Vol. 22, pp.20à ¢Ã¢â€š ¬Ã¢â‚¬Å"32. Creedy, D.K., Mitchell, M., Seaton-Sykes, P., Cooke, M., Patterson, E., Purcell, C., -Weeks, P. (2007). Evaluating a web-enhanced bachelor of nursing curriculum: perspectives of third-year students. Journal of Nursing Education, Vol. 46 (10), pp. 460à ¢Ã¢â€š ¬Ã¢â‚¬Å"467. Davis, F.D. (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, Vol. 13 (3), pp. 318à ¢Ã¢â€š ¬Ã¢â‚¬Å"339. Davis, F.D., Bagozzi, R.P., Warshaw, P.R. (1989) User acceptance of computer technology: a comparison of two theoretical models, Management Science, Vol. 35 (8), pp. 982à ¢Ã ¢â€š ¬Ã¢â‚¬Å"1003. Deeney, E. (2003) Calculating the real value of e-learning. Industrial Commercial Training, Vol. 35 (2/3), pp. 70à ¢Ã¢â€š ¬Ã¢â‚¬Å"72. Deltsidou, A., Voltyraki, E.G., Mastrogiannis, D., Noula, M., 2010. Undergraduate nursing students computer skills assessment: a study in Greece. Health Science Journal, Vol. 4 (3), p. 182. DeRouin, R. E., Fritzsche, B. A. and Salas, E. (2005a). Learner control and workplace e-learning: Design, person, and organizational issues. In J. Martocchio (Ed.). Research in personnel and human resources management (Vol. 24, pp. 181à ¢Ã¢â€š ¬Ã¢â‚¬Å"214). New York: Elsevier. Engelbrecht, E. (2005) Adapting to changing expectations: Postgraduate students experience of an e-learning tax program. Computers and Education, Vol. 45 (2), pp. 217à ¢Ã¢â€š ¬Ã¢â‚¬Å"229. Gordon, J. (2003) E-learning Tagged as Best Corporate IT Investment, E-learning, Vol. 4 (1), pp. 8. Govindasamy, T. (2002) Successful implementation of e-learning ped agogical considerations, Internet and Higher Education, Vol. 4 (3), pp. 287à ¢Ã¢â€š ¬Ã¢â‚¬Å"299. Gunasekaran, A., McNeil, R. D. and Shaul, D. (2002) E-learning: Research and applications. Industrial and Commercial Training, Vol. 34 (2), pp. 44à ¢Ã¢â€š ¬Ã¢â‚¬Å"54. Harun, M.H. (2002) Integrating e-learning into the workplace, Internet and Higher Education, Vol. 4 (3/4), pp. 301à ¢Ã¢â€š ¬Ã¢â‚¬Å"310. Helyer, R. (2010) The Work-Based Learning Students Handbook. Basingstoke: MacMillan. Jewson, N., Felstead, A. and Green, F. (2015) Training in the public sector in a period of austerity: the case of the UK, Journal of Education and Work, Vol. 28 (3), pp. 228-249. Joo Yoo, S., Han, S. and Huang, W. (2012) The roles of intrinsic motivators and extrinsic motivators in promoting e-learning in the workplace: A case from South Korea, Computers in Human Behavior, Vol. 28, pp. 942à ¢Ã¢â€š ¬Ã¢â‚¬Å"950. Kelly, T. and Bauer, D. (2004). Managing Intellectual capital via e-learning at Cisco. In C. Holsapple (Ed.), Handbook on knowledge management 2: Knowledge directions (pp. 511à ¢Ã¢â€š ¬Ã¢â‚¬Å"532). Berlin, Germany: Springer. Kraiger, K. and Jerden, E. (2007). A new look at learner control: Meta-analytic results and directions for future research. In S. M. Fiore, E. Salas (Eds.), Where is the Learning in Distance Learning? Towards a science of distributed learning and training (pp. 65à ¢Ã¢â€š ¬Ã¢â‚¬Å"90). Washington, DC: American Psychological Association. Liu, S.H., Liao, H.L. and Pratt, J.A. (2009) Impact of media richness and flow on e-learning technology acceptance, Computers and Education, Vol. 52, pp. 599à ¢Ã¢â€š ¬Ã¢â‚¬Å"607. McKenzie, K. and Murray, A. (2010) E-learning benefits nurse education and helps shape students professional identity, Nursing Times, Vol. 106 (5), pp.17-19. Ong, C.S., Lai, J.Y. and Wang, Y.S. (2004) Factors affecting engineers acceptance of asynchronous e-learning systems in high-tech companies, Information Mana gement, Vol. 41, pp. 795à ¢Ã¢â€š ¬Ã¢â‚¬Å"804. Pata, K. (2009) Modeling spaces for self-directed learning at university courses. Educational Technology Society, Vol. 12 (3), pp. 23à ¢Ã¢â€š ¬Ã¢â‚¬Å"43. Ramim, M. and Levy, Y. (2006). Securing e-learning systems: A case of insider cyber-attacks and novice IT management in a small university. Journal of Cases on Information Technology, Vol. 8 (4), pp. 24à ¢Ã¢â€š ¬Ã¢â‚¬Å"34. Roca, J.C. and Gagne, M. (2008) Understanding e-learning continuance intention in the workplace: A self-determination theory perspective, Computers in Human Behavior, Vol. 24, pp. 1585à ¢Ã¢â€š ¬Ã¢â‚¬Å"1604. Salas, E., Kosarzycki, M. P., Burke, C. S., Fiore, S. M. and Stone, D. L. (2002). Emerging themes in distance learning research and practice: Some food for thought, International Journal of Management Reviews, Vol. 4, pp. 135à ¢Ã¢â€š ¬Ã¢â‚¬Å"153. Sun, P.C., Tsai, R.J., Finger, G., Chen, Y.Y. and Yeh, D. (2008) What drives a successful e- Learni ng? An empirical investigation of the critical factors influencing learner satisfaction, Computers Education, Vol. 50 (4), pp. 1183à ¢Ã¢â€š ¬Ã¢â‚¬Å"1202. Vijayasarathy, L.R. (2004) Predicting consumer intentions to use on-line shopping: the case for an augmented technology acceptance model, Information Management, Vol. 41, pp. 747à ¢Ã¢â€š ¬Ã¢â‚¬Å"762. Wang, G. G. (2010) Theorizing e-learning participation: A study of the HRD online communities in the USA. Journal of European Industrial Training, Vol. 34, pp. 344à ¢Ã¢â€š ¬Ã¢â‚¬Å"364. Welsh, E.T., Wanberg, C.R., Brown, K.G. and Simmering, M.J. (2003) E-learning: emerging uses, empirical results and future directions, International Journal of Training and Development, Vol. 7 (4), pp. 245-258.