Abstract
There are a number of forces driving the transformation towards a knowledge-based global economy. The growing role of information and communications technologies, a continuing shift towards services, and the globalization of markets and social formations are just some of the key ones (Pilat, p. 5). Within this environment an increasing number of firms now see themselves, in the first instance, as creators, organizers and developers of knowledge (Drake, p. 24). This is combined with devolution of managerial responsibilities, more flexibility and outsourcing, and a renewed emphasis on networking within the firm to enhance the efficiency of information flow (Vickery & Wurzburg).
“Computer-based learning has not been immune from the missionary zeal so characteristic of applications of hypertext and hypermedia. Claims and counterclaims of the supposed effectiveness of hypertext and multimedia abound, usually pregnant with unstated assumptions about the nature of learning”. (Hammond, 1993, p. 51)
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Thompson, H. (2002). From Information to Knowledge: Teaching and Learning Online. In: Johannessen, T.A., Pedersen, A., Petersen, K. (eds) Educational Innovation in Economics and Business VI. Educational Innovation in Economics and Business, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1390-0_11
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DOI: https://doi.org/10.1007/978-94-017-1390-0_11
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