C H A P T E R  1

In 1998 the Bundesinstitut für Berufsbildung [11] in Germany stated that nearly ¾ of all companies being allowed to offer traineeship programs already used modern information technology (IT) for vocational training. Especially small and medium-sized enterprises (SME) are concentrating on IT-based training methods:

At the moment, companies are still focusing on multi-media CD-ROMs and computer based training (CBT). But with the growing amount of internal networks -called intranets - the spreading of e-mail communication and a concentration on World-Wide-Web marketing via company homepages, the idea of telelearning directly at the company comes up.

In this essay, we will give an overview on the potentials, realised solutions and trends of telelearning in vocational training.

We will compare in chapter 2 the differences of the use of telelearning in higher education and vocational training at corporations, and find out what are critical points considering acceptance of telelearning tools in the differing target groups.

Chapter 3 shows "Learning organisations" and organisational changes needed for using telelearning. Where are the potentials in savings? We will look at the advantages and disadvantages of telelearning in vocational training.

The current status of existing software and hardware tools needed will be examined in chapter 4.

Are there important trends and opportunities at the moment considering telelearning? - we will ask ourselves in chapter 5.

In chapter 6 we will round up the essay in a conclusion with our own opinions on the future use of telelearning in vocational training.

Small and medium-sized companies as well as large corporations will be viewed separately.

What is meant by the term telelearning? We will give a definition and a short introduction of what it means.
Collis [1] has defined telelearning the following way:

"Making connections" includes a technical as well as a cognitive connection, where the learner is "purposefully engaged in learning". So the learning session has to be interactive.

"Among persons and resources" contents both personal contacts to other learners or teachers or colleagues, and resources which can be stored on any media. Telelearning can provide access to resources that are not directly available to the learner, e.g. information taken form the internet.

"Through communication technology" which combines all kinds of communication channels and signal transmission.

"For learning-related purposes" implies telelearners and "those who support others in telelearning".