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Forschungs- und Themenschwerpunkte der AG Bildungsmanagement Bildinformationen anzeigen
Technologiepark 21 - Sitz der Arbeitsgruppe Bildinformationen anzeigen
Smart Automation Laboratory des Lehrstuhls für Produktentstehung zur 
Untersuchung von Arbeit 4.0 Bildinformationen anzeigen
SimMan - Versuchsaufbau im Rahmen des Projektes "Intuition als Komponente beruflicher Kompetenz" Bildinformationen anzeigen

Forschungs- und Themenschwerpunkte der AG Bildungsmanagement

Foto: Michael Goller

Technologiepark 21 - Sitz der Arbeitsgruppe

Foto: Michael Goller

Smart Automation Laboratory des Lehrstuhls für Produktentstehung zur Untersuchung von Arbeit 4.0

Foto: Lehrstuhl für Produktentstehung, Alexander Pöhler

SimMan - Versuchsaufbau im Rahmen des Projektes "Intuition als Komponente beruflicher Kompetenz"

Foto: Christian Harteis

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Neuerscheinung: "The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities" (Hilkenmeier, Goller & Schaper, 2021)

Hilkenmeier, F., Goller, M. & Schaper, N. (2021). The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities. Vocations and Learning. https://doi.org/10.1007/s12186-021-09266-4 

Abstract:

Participation in designated learning opportunities and engagement in workplace learning are very different kinds of professional learning activities: Whereas the former takes place in organised, predefined settings with intended learning objectives, the latter mostly arises as a by-product through everyday experiences at work. Yet, empirical and theoretical models often do not sufficiently differentiate between these two kinds of learning activities. The main goal in the present study is to test whether the two discrete learning activities are indeed facilitated in different ways and by different antecedents. The results of a multi-wave diary study with a sample of 229 German employees show that engagement in workplace learning is not influenced by conscious beliefs connected to learning, which play a central role in most theoretical models explaining participation in designated learning opportunities, underlining the need for an autonomous theory of workplace learning. Furthermore, the current study shows the strong direct, indirect, and moderating influence of organisational learning culture on both kinds of professional learning activities. Possible implications for practitioners to put greater emphasis on organisational factors when designing learning opportunities are discussed.

Hier geht es direkt zur Publikation:

https://doi.org/10.1007/s12186-021-09266-4 

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