Research on Workplace Learning in Times of Digitalisation

Harteis, Christian

doi:10.1007/978-3-030-89582-2_19

Cited by 9 publications

(10 citation statements)

References 25 publications

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“…The findings on professional trainers and training managers’ learning conditions in the workplace, informal and formal learning activities and barriers to learning give important insights on the dynamic nature of learning in the workplace in a specific domain (Harteis, 2022; Goller and Paloniemi, 2022). The participants described learning conditions in the workplace as a motivation to engage in learning activities, indicating that various barriers to learning are determined by the workplace.…”

Section: Discussionmentioning

confidence: 99%

Trainers’ learning conditions, informal and formal learning and barriers to learning

Anselmann

2022

JWL

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Purpose The aim of this study is to unveil how professional trainers and training managers describe the learning conditions of their workplaces, what informal and formal learning activities they intend to accomplish and what barriers to learning at work they encounter. Design/methodology/approach Barriers to learning in the workplace fall under individual, team or organizational aspects that hinder the initiation of or interrupt successful learning, delay proceedings or end learning activities much earlier than intended. Professional trainers (N = 16) and training managers (N = 10) participated in this interview study. Their answers were recorded, transcribed and analyzed via qualitative content analysis. Findings The participants assessed their work tasks as highly complex and balanced between new challenging tasks and routines. Their formal and informal learning activities were also fundamental to maintaining high performance. The trainers described a broad range of situations in which they suffered barriers to learning at their workplace, with most identifying external learning barriers such as vague supervisor requirements or disruptions from others. Originality/value The results of this study describe workplace complexity, which offers stimuli for learning through learning conditions, possibilities to engage in learning and also barriers to learning. To understand workplace complexity, all of these dimensions have to be understood and addressed.

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Section: Discussionmentioning

confidence: 99%

Trainers’ learning conditions, informal and formal learning and barriers to learning

Anselmann

2022

JWL

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“…Consequently, research-based evidence could be insightful for teachers and educational leaders to base their professional learning and development on well-acknowledged best practices (Bergmark, 2022;Cruz-Neira et al, 2018;Sespene et al, 2021). As per Harteis (2022), theoretical research provides a taxonomy of practices that exposes the positive and negative aspects of vPLC dimensions. In addition, it allows teachers to compare the theory with their practices and education policies to critically reflect on them (Patphol, 2022).…”

Section: 6mentioning

confidence: 99%

Contextual factors and virtual professional learning communities in Maldivian schools

Rasheed,

Albattat,

Azam

2024

IJEM

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PurposeVirtual professional learning communities provide digital platforms for teachers across the globe to join learning networks and engage in continuous and unrestricted learning. This study aimed to explore the impact of contextual factors on establishing virtual professional learning communities in Maldivian schools.Design/methodology/approachThis quantitative study used a sample of 420 Maldivian in-service teachers chosen using two-stage cluster sampling and a stratified random sampling method.FindingsThe findings revealed that all three contextual factors – micro-, meso- and macro-contextual – positively and significantly influenced the virtual professional learning communities.Practical implicationsThese findings recommend an integrated framework with micro-, meso- and macro-contextual factors as valuable instruments for educational leaders striving to establish virtual Professional Learning Communities (PLCs).Originality/valueThis study is among the first to examine the association of contextual factors of schools with the establishment of virtual PLCs in a country such as the Maldives, with geographically dispersed islands and limited resources.

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“…As claimed by Billett (2022) and Harteis (2022) research on workplace learning needs to be more innovative and therefore has to explore more, so far unconventional aspects of learning at the workplace. This research-based measurement combines barriers to learning on various levels and hierarchies.…”

Section: Implication Of the Studymentioning

confidence: 99%

Learning barriers at the workplace: Development and validation of a measurement instrument

Anselmann

2022

Front. Educ.

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While facilitating factors to learning at the workplace have been well investigated, throughout the past decade less has emerged about the barriers that occur when approaching a learning activity at the workplace. Barriers to learning at the workplace are factors that hinder the initiation of successful learning, interrupt learning possibilities, delay proceedings or end learning activities much earlier than intended. The aim of this study is to develop and validate an instrument that measures barriers to informal and formal learning at the workplace. An interview pre-study asked 26 consultants about their learning barriers based on existing instruments. Using this data as groundwork, a novel measuring instrument of barriers to informal and formal learning was developed. The instrument is comprised of five factors with items on individual barriers, organizational/structural barriers, technical barriers, change and uncertainty. To validate the scales, a cross-sectional questionnaire with 112 consultancy employees and freelancers was conducted. The validation included exploratory factor analysis, internal consistency assessment, confirmatory factor analysis (CFA) and convergent validity assessment. The results generated a three-factor scale barrier measurement for formal learning and a two-factor scale barrier measurement for informal learning. All scales featured Cronbach’s alpha values ranging between 0.80 and 0.86. With this developed and validated scales it is intended to help offer insights into factors that hinder individuals from learning at the workplace, and show organizations their potential for change.

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Research on Workplace Learning in Times of Digitalisation

Cited by 9 publications

References 25 publications

Trainers’ learning conditions, informal and formal learning and barriers to learning

Trainers’ learning conditions, informal and formal learning and barriers to learning

Contextual factors and virtual professional learning communities in Maldivian schools

Learning barriers at the workplace: Development and validation of a measurement instrument

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