eLearn Center Research Paper Series
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Journal promoted by eLearn Center of UOC. eLC Research Paper Series promotes research in e-learning from the educational sciences, computer science, economics and multi-focused approach. Each issue of eLC Research Paper Series includes original researches in the field of e-learning.en-USeLearn Center Research Paper SeriesContent published in eLC Research Paper Series is subject to license <a href="http://creativecommons.org/licenses/by/3.0/es/deed.en" target="_blank">Attribution 3.0 Spain from Creative Commons</a>, whose complete text can be consulted at <a href="http://creativecommons.org/licenses/by/3.0/es/deed.en" target="_blank">http://creativecommons.org/licenses/by/3.0/es/deed.en</a>. Thus, copying, distribution and public communication of content are permitted as of the aforementioned issue provided that the source (eLCRPS), the author of the text and the institution that publish it (eLearn Center, UOC) are cited.<br /><br />It is the responsibility of the authors to obtain the necessary permits for images that are subject to copyright. <br /><br />For uses of the contents not foreseen in these rules of publication it is necessary to directly contact the director of the journal through the address <a title="elcrps@uoc.edu" href="mailto:elcrps@uoc.edu" target="_blank">elcrps@uoc.edu</a>.<h3>Assignment of intellectual property rights</h3><p>The author exclusively transfers the rights to use (reproduce, distribute, publicly broadcast or transform) and market the work, in full or part, to the journal’s editors in all present and future formats and modalities, in all languages, for the lifetime of the work and worldwide.</p><p>If the article is not finally published in the journal, the transfer of these rights shall not take effect, with the rights returning to the author of the work.</p><p>I hereby declare that I am the original author of the work. The editors shall thus not be held responsible for any obligation or legal action that may derive from the work submitted in terms of violation of third parties’ rights, whether intellectual property, trade secret or any other right.</p>E-learning, employability and entrepreneurship: approaches from the economic framework
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Complete issueJoan Torrent-Sellens9150E-learning, employability and entrepreneurship: approaches from the economic framework
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<p>E-learning has become consolidated as an increasingly used method to train workers, managers and entrepreneurs<strong>. </strong>However, unlike face-to-face training, the models developed to evaluate the economic dimensions of virtual learning environments, in particular those associated with online training for employment and entrepreneurship, are rather scarce. In order to provide new evidence, this issue presents five articles analysing the effect of e-learning on the employability and entrepreneurship conditions of the workforce. The first article underscores the usefulness of e-learning in the development of skills that help to ensure job stability among European workers. The second article highlights the importance of virtual communities of practice for the development of professional practice and organisational dynamics in the healthcare field. The third article presents new business models underpinning the Massive Open Online Course (MOOC) phenomenon. The fourth article reports on the design and validation of a scale for measuring the quality of e-learning in training for employment. And lastly, the fifth article analyses the effect of e-learning on the development of entrepreneurial competencies in firms located in business accelerators. They all open the door to future research and emphasise the need to carry on analysing the economic dimensions of e-learning.</p>Joan Torrent-Sellens90405E-learning, e-skills and employability: first evidence in European countries
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<p>The main objective of this article is to make clear that there is a set of e-skills that are developed through e-learning, which have wide applicability on employability of European workers. In a more specific way, it appears that the great development of certain e-skills -handling online content, flexibility, organization, etc.- thanks to e-learning, it is configured as one of the most useful factors for their students towards their professional development through the transition to a new job with the same or higher security than the job in the previous year. To carry out the study, different official European statistics databases related to employment, e-skills and usage of e-learning systems have been analyzed, finding relationships that establish links between e-learning and professional improvement of employees.<em></em></p>Juan Francisco Martínez-CerdàJoan Torrent-Sellens90614Cooperative Learning Environments: Virtual Communities of Practice in the Healthcare Sector
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<p>This paper aims to examine the benefits the use of virtual communities of practice (VCOP) provides to professionals in the healthcare field. Conceptually communities of practice (CoP) are supported by the Theory of Situated Learning, which highlights the importance of the professional environment and interaction with colleagues in the development of a practical learning.</p><p>In some professional areas, this way of creating and sharing knowledge has become a common practice. The intensive use of information and communication technologies (ICTs) makes possible the origin of VCOP. With them, the process of collaborative knowledge construction is faster, more efficient and participatory. Also, the set of benefits from the use of VCoP is wide and diversified, reaching all the members of the community, both on a personal and general level -, as well as the organizations - where the members of the community develop their professional activities-. Both at management and performance levels.</p>Francesc Saigí-RubioInés González-González91525The MOOC phenomenon: the current situation and an alternative business model
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<em>Massive Open Online Courses</em> (MOOCs) are a recent phenomenon that has achieved great media impact in the world of e-learning since the most prestigious US universities, and subsequently many others, became involved in them. In the last ten years changes that have occurred since the emergence of the Web 2.0, with the development of Open Social Learning (OSL) and the rise of OpenCourseWare (OER), leading to the MOOC phenomenon. Initially, and as part of this OER movement, MOOC began with the intention of providing open knowledge to people, with the understanding that it should be an asset to humanity (UNESCO 2012). In this paper we present a descriptive overview of the MOOC movement from its beginnings to the different business models being proposed.Inés González-GonzálezAna Isabel Jiménez-Zarco92633E-learning, vocational training and employability for the unemployed: survey design and validation
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The paper analyses the effect of e-learning vocational training on the employability of the unemployed. Through a questionnaire survey of 5,265 people who took part in an<br />e-learning training programme developed in 2009 by the Catalan Employment Service (SOC) and the Open University of Catalonia (UOC) to improve the employability of the unemployed, the study makes two main contributions. First,<br />we describe the design of an 18-item scale. Second, the study analyses the factorial structure and psychometric properties of that scale. Three factors from the exploratory<br />factor analysis, namely <em>competencies developed</em> (α1=0.93), <em>applicability of training</em> (α2=0.92) and <em>satisfaction with the pedagogical design</em> (α3=0.90), explain 71.5% of cumulative variance. The total scale reliability is 0.94. The statistics<br />obtained for the confirmatory factor analysis (CFI=0.94, NNFI=0.94, and RMSEA=0.08) indicate an acceptable fit of the proposed threefactor model (Chi-square=2.416, p=0.000). The coefficients of the estimates, all with values<br />between 0.85 and 1.66, are significant at p<0.001.<br />The study provides new evidence in the specific field of e-learning vocational training specifically for the unemployed, as well as new dimensions such as the structure and the pedagogical design of the programme. The analysis of a new edition of the programme in 2012 reveals the usefulness of e-learning for the unemployed with<br />fewer formal qualifications.Joan Torrent-SellensPilar Ficapal-CusíJoan Boada-Grau93441E-learning and entrepreneurship: boosting spin-offs’ success through a process of acceleration
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<p>A new agent has recently emerged within the context of university-based entrepreneurship; that of business accelerators. The main aim of these is to support the growth of spin-offs and raise rates of return for universities on their transfer agreements. This new agent has become consolidated because of the traditional incubators’ inability to deal with the diversity of their firms or network with innovative agents of the system. Some of the most frequently used instruments to improve the growth capacity of spin-offs are training pathways for the entrepreneurial team delivered via e-learning. By analysing an experience of business management training (management and commerce), mentoring and financial assistance for innovation via e-learning at the Autonomous University of Barcelona (UAB) Research Park, this article shows that there has been a 14% increase in the annual turnover of the spin-offs’ concerned. Despite these good results, the nature and context of the research (case study) suggests the need to carry on researching into the effects of business growth pathways based on e-learning.</p>Mònica Cerdán-ChiscanoAna Isabel Jiménez-Zarco94249