ABSTRACT Purpose – This study aims to improve the understanding of the learning and development t... more ABSTRACT Purpose – This study aims to improve the understanding of the learning and development that occurs during initial and subsequent role transitions within knowledge intensive workplaces. Design/methodology/approach – Semi-structured interviews were conducted with 19 knowledge workers in a multinational company and the learning experiences of new graduates contrasted with those of more experienced workers who had recently joined or changed role within the organization. Findings – Graduate recruits and more experienced workers utilise a similar range of learning approaches, favouring a combination of traditional formal learning, learning by doing and learning with and from others, but differ in the precise modes and strategies used. It was found that graduate induction provides appropriate support for initial transition into the workplace, but that experienced workers undergoing subsequent career transitions do not receive similar socialization support despite encountering similar challenges. Research limitations/implications – This study brings concepts and literature from two distinct research traditions together to explore learning during transition. In doing so, the impact of organizational socialization strategies as a mechanism by which an environment to support rich learning is created can be seen. The study was exploratory in nature, examining only one organization and studying a relatively small group of workers. Originality/value – While employee induction has been studied in detail, the learning occurring at this time, and particularly during subsequent career transitions, is less well understood. This article is of value to those investigating learning in knowledge intensive workplaces, as well as human resource managers responsible for socialization of employees entering new roles.
Educational Technology Research and Development, 2004
Business needs in many corporations call for learning outcomes that involve problem solutions, an... more Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for courses in such learning situations. Via this approach, collaborative work situations become the core of a course. We further describe how activity theory can provide a framework for the design of courses that involve WBA and CSCL as part of a workplace-oriented activity system for learning. The use of this design approach for courses offered by the Learning and Leadership Development organization of Shell International Exploration and Production is described and an example is elaborated. Finally, we identify four main issues and challenges that arose during the use of the design approach.
KNAW Narcis. Back to search results. Publication Key expectations of Nigerian learners with respe... more KNAW Narcis. Back to search results. Publication Key expectations of Nigerian learners with respect to corporate... (2003). Pagina-navigatie: Main. ...
ABSTRACT Purpose – This paper aims to explore the role of self-regulatory behaviours in predictin... more ABSTRACT Purpose – This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development. Design/methodology/approach – The study was conducted with knowledge workers from the finance industry. In all, 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning [SRL] and learning undertaken). The relationship between the variables was tested through linear regression analysis. Findings – Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning. Research limitations/implications – This quantitative study identifies a relationship between specific SRL behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow-up studies could explore whether the findings are generalisable to other contexts. Practical implications – Developing a deeper understanding of how individuals manage their day-to-day learning can help shape the learning and development support provided to individual knowledge workers. Originality/value – Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning.
ABSTRACT This article examines the alignment of learning and safety culture in organisations. It ... more ABSTRACT This article examines the alignment of learning and safety culture in organisations. It tests the hypothesis that factors that indicate a good learning culture might also signify good safety and vice versa. The hypothesis was tested through an intensive literature review. Areas of alignment of learning culture and safety culture were identified. Six components of learning culture and safety culture can be measured by the same instrument. These components form guiding principles for measurement of safety culture and learning culture. Another eight component areas were identified where learning culture and safety culture partially align. Four further components were found to be relevant to either safety culture or learning culture and do not align. Overall, there is a relationship between learning culture and safety culture, but gauging one does not provide a reliable measure of the other.
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach... more Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with different skills, motivations, and dispositions. In this study, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC. These accounts were analyzed to determine patterns of engagement and factors affecting engagement in the course. Three distinct types of engagement were recognized – active participation,
passive participation, and lurking. In addition, a number of key factors that mediated
engagement were identified including confidence, prior experience, and motivation. This
study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may
coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.
ABSTRACT We present an analysis of instructional design quality of 76 randomly selected Massive O... more ABSTRACT We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.
ABSTRACT Purpose – This study aims to improve the understanding of the learning and development t... more ABSTRACT Purpose – This study aims to improve the understanding of the learning and development that occurs during initial and subsequent role transitions within knowledge intensive workplaces. Design/methodology/approach – Semi-structured interviews were conducted with 19 knowledge workers in a multinational company and the learning experiences of new graduates contrasted with those of more experienced workers who had recently joined or changed role within the organization. Findings – Graduate recruits and more experienced workers utilise a similar range of learning approaches, favouring a combination of traditional formal learning, learning by doing and learning with and from others, but differ in the precise modes and strategies used. It was found that graduate induction provides appropriate support for initial transition into the workplace, but that experienced workers undergoing subsequent career transitions do not receive similar socialization support despite encountering similar challenges. Research limitations/implications – This study brings concepts and literature from two distinct research traditions together to explore learning during transition. In doing so, the impact of organizational socialization strategies as a mechanism by which an environment to support rich learning is created can be seen. The study was exploratory in nature, examining only one organization and studying a relatively small group of workers. Originality/value – While employee induction has been studied in detail, the learning occurring at this time, and particularly during subsequent career transitions, is less well understood. This article is of value to those investigating learning in knowledge intensive workplaces, as well as human resource managers responsible for socialization of employees entering new roles.
Educational Technology Research and Development, 2004
Business needs in many corporations call for learning outcomes that involve problem solutions, an... more Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for courses in such learning situations. Via this approach, collaborative work situations become the core of a course. We further describe how activity theory can provide a framework for the design of courses that involve WBA and CSCL as part of a workplace-oriented activity system for learning. The use of this design approach for courses offered by the Learning and Leadership Development organization of Shell International Exploration and Production is described and an example is elaborated. Finally, we identify four main issues and challenges that arose during the use of the design approach.
KNAW Narcis. Back to search results. Publication Key expectations of Nigerian learners with respe... more KNAW Narcis. Back to search results. Publication Key expectations of Nigerian learners with respect to corporate... (2003). Pagina-navigatie: Main. ...
ABSTRACT Purpose – This paper aims to explore the role of self-regulatory behaviours in predictin... more ABSTRACT Purpose – This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development. Design/methodology/approach – The study was conducted with knowledge workers from the finance industry. In all, 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning [SRL] and learning undertaken). The relationship between the variables was tested through linear regression analysis. Findings – Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning. Research limitations/implications – This quantitative study identifies a relationship between specific SRL behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow-up studies could explore whether the findings are generalisable to other contexts. Practical implications – Developing a deeper understanding of how individuals manage their day-to-day learning can help shape the learning and development support provided to individual knowledge workers. Originality/value – Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning.
ABSTRACT This article examines the alignment of learning and safety culture in organisations. It ... more ABSTRACT This article examines the alignment of learning and safety culture in organisations. It tests the hypothesis that factors that indicate a good learning culture might also signify good safety and vice versa. The hypothesis was tested through an intensive literature review. Areas of alignment of learning culture and safety culture were identified. Six components of learning culture and safety culture can be measured by the same instrument. These components form guiding principles for measurement of safety culture and learning culture. Another eight component areas were identified where learning culture and safety culture partially align. Four further components were found to be relevant to either safety culture or learning culture and do not align. Overall, there is a relationship between learning culture and safety culture, but gauging one does not provide a reliable measure of the other.
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach... more Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with different skills, motivations, and dispositions. In this study, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC. These accounts were analyzed to determine patterns of engagement and factors affecting engagement in the course. Three distinct types of engagement were recognized – active participation,
passive participation, and lurking. In addition, a number of key factors that mediated
engagement were identified including confidence, prior experience, and motivation. This
study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may
coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.
ABSTRACT We present an analysis of instructional design quality of 76 randomly selected Massive O... more ABSTRACT We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.
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Papers by Anoush Margaryan
passive participation, and lurking. In addition, a number of key factors that mediated
engagement were identified including confidence, prior experience, and motivation. This
study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may
coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.
passive participation, and lurking. In addition, a number of key factors that mediated
engagement were identified including confidence, prior experience, and motivation. This
study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may
coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.