The overall theme of this thesis is the electronic training of employees (volunteers) in Czech non-school organizations. The main objects are the organizations' satisfaction with e-learning methods, benefits and obstacles that organizations face while implementing and using e-learning and forms of e-learning that are distinctive for Czech non-school environment. The theoretical part of the thesis is dedicated first to explaining the term "e-learning" and followed by its brief history. Subsequently, different approaches to classification of e-learning are summed up. One of the chapters follows the work of David A. Kolb - especially his theory of experiential learning including learning styles and their use in the development of e-learning in organization. In the practical part of the thesis the current state of e-learning in the Czech non-school organizations is explored (with the use of a survey). First, the methodology is presented, followed by an analysis of collected data and answering of seven stated research questions with the goal to clarify different aspects of the use of e-learning in Czech non-school organizations. Powered by TCPDF (www.tcpdf.org)

The purpose of this study was to explore the nature of cognitive and emotional processes during the three reflective stages of the experiential learning cycle of experiential activities using written debriefings. The study examined three written debriefings from five senior-level undergraduate management students enrolled in a business management course. The debriefings consisted of four to five free-response questions modeled after Kolb’s experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The study triangulated results using two qualitative methods, a grounded theory analysis and a content analysis. In the grounded theory analysis, two process maps were developed from the debriefings. A learning process map identified four stages of learning: introduction, mental rehearsal, abstraction, and priming. A group process map identified four stages of group experiential activities: problem-solving, consensus building, reactions, and resolution. The group decision-making process was seen to follow four paths: agreement, teamwork, conflict or confusion. A possible moderating variable, prior group affiliation, affected the persistence of the groups in finding satisfactory solutions when encountering conflict, or confusion. Six themes emerged from the grounded analysis: iterative reflection, richness of connections, attachment of personal reactions, role of writing in debriefings, fluid group development, and the role of affiliation. In the content analysis, three raters coded the debriefings using seven variables: content, process, connections, context, affect, relevance, and intent. Growth was seen between the first half and second half of debriefings for all variables, and the presence and intensity of variables was highest for all variables except content during the last stage of the experiential learning cycle, active experimentation. The amount of content present in debriefings was highest during the third stage, abstract conceptualization. The results of this study may provide insight into the mental processes that occur in written reflection and help instructors design experiential learning debriefings.