Virtual learning environments for time‐stressed and peripatetic managers

The paper argues that virtual situated learning environments (VSLE), designed as authentic learning experiences, can provide managers with broader learning opportunities while also cater for the learning needs of the increasing number of peripatetic managers.

An action learning methodology, using first person observation of practice, was used. This first person observation is inclusive of the designers and facilitators of the VSLE (the authors), and of the managers participating in virtual professional practice activities as students. This methodology was chosen in recognition of the need to qualitatively demonstrate the effectiveness of the VSLE for management education.

The findings suggest that on‐line learning environment has, when designed to supplement rather than replace face‐to‐face (F2F) learning, significant advantages for the peripatetic manager.

It is recognised that there are limitations in generalising from particular case studies, particularly when a first‐person action methodology is undertaking. However, this needs to be weighed against the opportunity provided to present the qualitative depth, particularly important when dealing with the intangibility of knowledge.

The implications are that the on‐line learning environment has significant potential for augmenting the F2F environment for managers, particularly in providing the flexibility required by the increasing number of managers working in a global workplace.

The research has significant value for both peripatetic managers seeking to engage in learning environment and universities and academics seeking to provide learning opportunities that are both accessible to, and relevant for, managers, particularly the newly emerging, geographically flexible managers.