Learning in the Context of Work in a Digital Age: The Use of Digital Media in Informal and Formal Learning Contexts

Ang, Sin Sing; Orozco, Mariana; Gijbels, David; Bossche, Piet Van den

doi:10.1007/978-3-319-63257-5_7

Cited by 14 publications

(9 citation statements)

References 13 publications

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“…With the ubiquitous presence of technology in our lives, more attention needs to be paid to DIL (Ang et al, 2018) and digital competence (Kim et al, 2018). By developing their digital competencies, students can improve their digital literacy and critical thinking in dealing with the digital world (Bergdahl et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Graham et al (2017) pointed out that one of the most effective ways to increase students' academic engagement is to facilitate their access to information and communication. DIL is a process through which students can access information easily and learn anywhere and anytime through communication with others (Ang et al, 2018). In other words, DIL can be described as a kind of self‐controlled, self‐directed, and flexible learning, which is not typically classroom‐based, is relatively unstructured (Meyers et al, 2013), and embraces the potential of digital technologies in enabling students to acquire new knowledge (Ungerer, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

Heidari

Mehrvarz

Marzooghi

et al. 2021

Computer Assisted Learning

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During the COVID‐19 crisis, digital informal learning is important for students' academic engagement. Although scholars have highlighted the importance of students' digital competence in improving digital informal learning (DIL), the mediating role of DIL between digital competence and academic engagement has remained ambiguous. The purpose of this study is to investigate the relationship between students' digital competence and their academic engagement with the mediating role of DIL in the higher education context. This study used a descriptive correlational design, and the data were analyzed using structural equation modelling (SEM). The study sample included 308 students from Shiraz University, Iran. The results showed that digital competence positively and significantly correlated with students' DIL and their academic engagement. Furthermore, DIL, as the mediator variable, was found to mediate the relationship between students' digital competence and their academic engagement. Since higher education institutions have a key role in improving students' academic engagement, particularly in the COVID‐19 pandemic, academic administrators should pay more attention to students' digital competencies and provide them with efficient and user‐friendly DIL platforms that can increase their academic engagement.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

Heidari

Mehrvarz

Marzooghi

et al. 2021

Computer Assisted Learning

View full text Add to dashboard Cite

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“…As noted, these pedagogic practices can include storytelling, verbalisations, guided learning, the promotion of heuristics and mnemonics and providing direct guidance by more experienced workers who can use explanations, diagrams and questioning to mediate the development of knowledge which is not directly accessible to the worker (Billett, 2001). In terms of learning through digitally mediated processes, it is suggested that there is a direct correlation between employees' engagement in the use of social media and forms of interaction and their learning (Ang et al., 2018). Hence, embracing these media through utilising online and digital processes for work‐related communications, interactions and practices may promote enhanced and more frequent engagement with these kinds of technologies (Littlejohn et al., 2019), and, therefore, mediated learning for all kinds of classifications of workers.…”

Section: Accessing and Securing The Conceptual Knowledgementioning

confidence: 99%

Mediating worklife learning and the digitalisation of work

Billett

2021

Brit J Educational Tech

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Competence in contemporary working life requirements is increasingly aligned with electronically mediated tasks and work roles: ie, the digitalisation of work. This alignment necessitates workers learning and utilising the conceptual knowledge and ways of working needed for this work. This knowledge is often distinct from and displaces workers' existing ways of knowing, which threatens their competence and sense of self. Yet, it can be difficult to access, learn and practice, requiring it to be mediated through interventions making it knowable. For working age adults, this often needs to occur through work activities for efficacy and practical reasons. These worklife learning issues are discussed here from a cultural psychological perspective, drawing on studies of contemporary work and human cognition, considerations for how these forms of knowledge can be made accessible and their processes of knowledge construction be supported. Four key propositions are advanced: (a) this knowledge needs to be made accessible to be engaged with and learnt; (b) that can often best occur in work settings; (c) workers' occupational subjectivities need accommodating; and (d) electronically mediated forms and artefacts offer means to make that knowledge accessible and support its learning. Hence, learning, work and digitalisation are reciprocally aligned in promoting both the initial and ongoing development of workers' capacities. What is already known about this topic? The knowledge required for work constantly changes. Digitalised work has changed the requirements of much work and many occupations. Conceptual and symbolic knowledge are required for competence in digital kinds of work. Many studies have illustrated the impact of digital technologies across a range of occupations and industry sectors. What this paper adds? An elaboration of how the knowledge to be learnt and ways of knowing have changed in digital work. Considerations of the implications of the changes for worklife learning (lifelong learning). The importance of digitalised artefacts mediating access to this knowledge through symbolic representations. Implications for practice and/or policy Working age adults need to be able to access the kinds of knowledge required for digitalised work. Worksites and work practice are potentially the optimum circumstances for accessing and learning this knowledge across working life. The ability of this knowledge to be represented symbolically is a key basis for workers ongoing learning of digitalised work requirements. Digital technology offers means for the conceptual representations to be made accessible.

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“…In theory, possessing high levels of social skills complemented with higher educational attainment and advanced digital literacy, would account for a competitive advantage on the labor market. Moreover, digitalization would, at least in principle, make it easier for workplaces to implement a greater degree of flexibility (Ang et al, 2018). This would make it easier to combine paid work with various forms of caring responsibilities since these tasks are still generally carried out by women (OECD, 2018;Graham, 1993).…”

Section: Digital Opportunities and Barriers For Women On The Labor Marketmentioning

confidence: 99%

Welfare states and digitalization

Greve¹

2019

The Digital Transformation of Labor

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Through a series of studies, the overarching aim of this book is to investigate if and how the digitalization/digital transformation process causes (or may cause) the autonomy of various labor functions, and its impact in creating (or stymieing) various job opportunities on the labor market. This book also seeks to illuminate what actors/groups are mostly benefited by the digitalization/digital transformation and which actors/groups that are put at risk by it.This book takes its point of departure from a 2016 OECD report that contends that the impact digitalization has on the future of labor is ambiguous, as on the one hand it is suggested that technological change is labor-saving, but on the other hand, it is suggested that digital technologies have not created new jobs on a scale that it replaces old jobs. Another 2018 OECD report indicated that digitalization and automation as such does not pose a real risk of destroying any significant number of jobs for the foreseeable future, although tasks would by and large change significantly. This would affect welfare, as most of its revenue stems from taxation, and particularly so from the taxation on labor (directly or indirectly). For this reason, this book will set out to explore how the future technological and societal advancements impact labor conditions.The book seeks to provide an innovative, enriching and controversial take on how various aspects of the labor market can be (and are) affected by the ongoing digitalization trend in a way that is not covered by extant literature. As such, this book intends to cater to a wider readership, from a general audience and students, to specialized professionals and academics wanting to gain a deeper understanding of the possible future developments of the labor market in light of an accelerating digitalization/digital transformation of society at large.

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Learning in the Context of Work in a Digital Age: The Use of Digital Media in Informal and Formal Learning Contexts

Cited by 14 publications

References 13 publications

The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

Mediating worklife learning and the digitalisation of work

Welfare states and digitalization

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