How an Orientation to Learning Influences the Expansive-Restrictive Nature of Teacher Learning and Change

ERIC Educational Resources Information Center

Feeney, Eric J.

2016-01-01

This study examined teachers' learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers' orientation to learning, examining beliefs, practices, and experiences about teachers' learning in relation to change in the workplace. A hypothesis is that teacher learning and…

Workplace Stress and the Student Learning Experience

ERIC Educational Resources Information Center

Stevenson, Anne; Harper, Sarah

2006-01-01

Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

Informal Workplace Learning. Practice Application Brief No. 10.

ERIC Educational Resources Information Center

Cofer, David A.

Research on informal learning in the workplace suggests several definitions, including that informal learning is a process of learning that takes place in everyday experience, often at subconscious levels, and that it is unique to, and rests in the hands of, the learner. Research supports introducing informal learning not as a replacement for…

Improving the Design of Workplace E-Learning Research

ERIC Educational Resources Information Center

Dubois, Cathy; Long, Lori

2012-01-01

E-learning researchers face considerable challenges in creating meaningful and generalizable studies due to the complex nature of this dynamic training medium. Our experience in conducting workplace e-learning research led us to create this guide for planning research on e-learning. We share the unanticipated complications we encountered in our…

Workplace culture and the practice experience of midwifery students: A meta-synthesis.

PubMed

Arundell, Fiona; Mannix, Judy; Sheehan, Athena; Peters, Kath

2018-04-01

To describe midwifery students' practice experience and to explore facilitators and barriers to positive clinical learning experiences. Practice experience is a vital component of every midwifery course. Course dissatisfaction and attrition of midwifery students has been attributed to sub-optimal practice experiences. Events or actions experienced by midwifery students that trigger dissatisfaction and attrition need to be identified. A meta-synthesis was based on that developed by Noblit and Hare. Students perceive workplaces as poorly prepared for their arrival and subsequent support. Students' experience in the practice setting is influenced by the existing workplace culture. Workplace culture influences institutional functioning and individuals within the culture. Enculturation of students into the midwifery culture and subsequent learning is affected by the support received. The practice experience of midwifery students was profoundly influenced by workplace culture. Students tended to have polarized accounts of their experience that were predominantly negative. To provide an optimal environment for midwifery students; midwifery managers and individual midwives need to be aware of the facilitators and barriers to midwifery student development in the practice setting. © 2017 John Wiley & Sons Ltd.

How Online Journalists Learn within a Non-Formal Context

ERIC Educational Resources Information Center

Kronstad, Morten; Eide, Martin

2015-01-01

Purpose: The purpose of this paper is to contribute to the understanding of workplace learning, with a focus on the non-formal learning that takes place among online journalists. The focus of this article is journalists working in an online newspaper and their experiences with workplace and non-formal learning, centering on framework conditions…

Beginning Teachers' Workplace Experiences: Perceptions of and Use of Support

ERIC Educational Resources Information Center

Fox, Alison; Wilson, Elaine; Deaney, Rosemary

2011-01-01

This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some of these teachers' perceptions. We place the "subject" of workplace learning research centrally in understanding the relatedness between workplaces and novice employees/trainees. This paper builds on previous work…

Investigation of students' experiences of gendered cultures in engineering workplaces

NASA Astrophysics Data System (ADS)

Male, Sally A.; Gardner, Anne; Figueroa, Eugenia; Bennett, Dawn

2018-05-01

Women remain severely under-represented in engineering in Australia as in all Western countries. This limits the pool of talent, standpoints and approaches within the profession. Furthermore, this under-representation equates to restriction of the benefits of being an engineer mainly to men. Gendered workplace experiences have been found to contribute to women leaving the profession. In this study we explore students' experiences of gendered cultures in engineering workplaces, using interviews with a purposive sample of 13 students (4 male) recruited following a previous survey. Although the overall experience of workplace learning is positive for many students, male and female engineering students reported experiences consistent with masculine cultures. Educators and employers must proactively lead improvements to the culture in engineering workplaces, prepare students for gendered workplaces and support students to reflect during and after workplace experiences. The experiences presented here could be adapted to enhance inclusivity training.

Student Teachers' Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

ERIC Educational Resources Information Center

Ärlemalm-Hagsér, Eva

2017-01-01

Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about education for sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday…

Understanding students’ and clinicians’ experiences of informal interprofessional workplace learning: an Australian qualitative study

PubMed Central

Rees, Charlotte E; Kent, Fiona; Brown, Ted; Hood, Kerry; Leech, Michelle; Newton, Jennifer; Storr, Michael; Williams, Brett

2018-01-01

Objectives While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students’ informal interprofessional workplace learning by exploring students’ and clinicians’ experiences of interprofessional student-clinician (IPSC) interactions. Design A qualitative interview study using narrative techniques was conducted. Setting Student placements across multiple clinical sites in Victoria, Australia. Participants Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). Methods We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Results Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Conclusions Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. PMID:29666140

How Dutch Employees Experience Freedom of Learning for Work

ERIC Educational Resources Information Center

van Dellen, Theo; Heidekamp, Ina

2015-01-01

This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe…

Personalized Workplace Learning: An Exploratory Study on Digital Badging within a Teacher Professional Development Program

ERIC Educational Resources Information Center

Gamrat, Christopher; Zimmerman, Heather Toomey; Dudek, Jaclyn; Peck, Kyle

2014-01-01

To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher Learning Journeys (TLJ) is an approach that allows for teachers to customize their PD experience to…

Building workplace social capital: A longitudinal study of student nurses' clinical placement experiences.

PubMed

Materne, Michelle; Henderson, Amanda; Eaton, Emma

2017-09-01

Quality clinical placement experiences have been associated with nurses' workplace social capital. Social capital is broadly understood as the social organisation of trust, norms and networks that benefit society. Building social capital in the workplace may benefit experiences of staff and students. The aim of this study was to assess the impact of building workplace social capital on student nurse perceptions of clinical learning experiences. A quality improvement process was measured through repeated student surveys. First, second, third year students (n = 1176) from three universities completed a validated Student Clinical Learning Culture Survey (SCLCS) following their placement, at the commencement of quality improvement initiatives and five years later. The SCLCS measured students' perceptions of social affiliation, their motivation, satisfaction and dissatisfaction with clinical contexts. The first year of systematic changes focused on increasing student numbers along with improving communication, trust and knowledge sharing, antecedents to workplace social capital. No change was evident after the first year. Six years after commencement of building workplace social capital differences across all subscales, except dissatisfaction, were significant (p < 0.001). Leadership that promotes open communication and connections across staff and students to achieve common goals can build workplace social capital that enhances student placement experiences. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Hidden Classroom of the Workplace: How Employees Learn at Work in Both Formal and Informal Ways

ERIC Educational Resources Information Center

Olson, Richard; Klein-Collins, Rebecca

2014-01-01

Many are accustomed to the idea that we learn at school and that a college education is acquired in college classrooms. In reality, however, learning takes place in all aspects of a person's life--through military experience, raising a family, volunteering, and, perhaps most significantly, in the workplace. Learning that occurs in the workplace…

Learning and teaching clinical communication in the clinical workplace.

PubMed

Brown, Jo; Dearnaley, Jo

2016-08-01

Clinical communication teaching and learning has become increasingly separate from the clinical workplace over the last 20 years in the UK, and in many medical schools is front-loaded to the early years of the curriculum. Many reasons exist to explain this separation, including the increasing use of simulation. However, learning by simulation alone is not ideal, and the literature now points towards a new direction that blends simulation with authentic experiences in the clinical workplace to aid the transition to clinical life. This article presents a practical example of collaboration between a London medical school and a hospital trust to provide an integrated clinical communication learning experience for students by situating teaching on the clinical wards for senior medical students. Clinical communication teaching and learning has become increasingly separate from the clinical workplace We outline a new teaching initiative, the 'Communication on the wards' pilot project, that blends clinical communication teaching with ward-based learning in an authentic environment, with patients, medical students and teachers working together. This teaching initiative was a practical attempt to bridge the theory-practice gap in clinical communication education, and to place learning in the clinical workplace for students. As such, it was enjoyed by all those who took part, and may be the way forward for clinical communication teaching and learning in the future. © 2015 John Wiley & Sons Ltd.

Adolescent Workers' Experiences of and Training for Workplace Violence.

PubMed

Smith, Carolyn R; Gillespie, Gordon L; Beery, Theresa A

2015-07-01

Adolescent workers may not be aware that violence is a safety concern in the workplace. As part of a larger mixed-methods pilot study, investigators used a self-administered survey and individual interviews with 30 adolescent workers from a chain of food service stores in a Midwestern metropolitan area to explore experiences of workplace violence (WPV) and ways of learning WPV-specific information. Participants reported experiencing verbal and sexual harassment and robberies. Most participants reported awareness of WPV-specific policies and procedures at their workplace; the ways participants reported learning WPV-specific information varied. Findings support the need for occupational safety training to assist adolescent workers prevent and mitigate potential WPV. © 2015 The Author(s).

Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces.

PubMed

Yardley, Sarah; Brosnan, Caragh; Richardson, Jane; Hays, Richard

2013-12-01

This paper addresses the question 'what are the variables influencing social interactions and learning during Authentic Early Experience (AEE)?' AEE is a complex educational intervention for new medical students. Following critique of the existing literature, multiple qualitative methods were used to create a study framework conceptually orientated to a socio-cultural perspective. Study participants were recruited from three groups at one UK medical school: students, workplace supervisors, and medical school faculty. A series of intersecting spectra identified in the data describe dyadic variables that make explicit the parameters within which social interactions are conducted in this setting. Four of the spectra describe social processes related to being in workplaces and developing the ability to manage interactions during authentic early experiences. These are: (1) legitimacy expressed through invited participation or exclusion; (2) finding a role-a spectrum from student identity to doctor mindset; (3) personal perspectives and discomfort in transition from lay to medical; and, (4) taking responsibility for 'risk'-moving from aversion to management through graded progression of responsibility. Four further spectra describe educational consequences of social interactions. These spectra identify how the reality of learning is shaped through social interactions and are (1) generic-specific objectives, (2) parallel-integrated-learning, (3) context specific-transferable learning and (4) performing or simulating-reality. Attention to these variables is important if educators are to maximise constructive learning from AEE. Application of each of the spectra could assist workplace supervisors to maximise the positive learning potential of specific workplaces.

Is the learning value of workplace-based assessment being realised? A qualitative study of trainer and trainee perceptions and experiences.

PubMed

Barrett, Aileen; Galvin, Rose; Scherpbier, Albert J J A; Teunissen, Pim W; O'Shaughnessy, Ann; Horgan, Mary

2017-03-01

Workplace-based assessments (WBAs) were originally intended to inform learning and development by structuring effective observation-based feedback. The success of this innovation has not yet been established due in part to the widely varied tools, implementation strategies and research approaches. Using a conceptual framework of experience, trajectories and reifications in workplace learning, we aimed to explore trainer and trainee experiences and perceptions of the learning value of WBAs. Trainers and trainees who had used at least one WBA in the previous year were invited to participate in semistructured interviews for this phenomenological study. We used a template analysis method to explore and compare the experiences of the two groups, using the emergent themes to develop an understanding of the impact of these experiences on perceptions of learning value. Nine trainers and eight trainees participated in the study. Common themes emerged among the two groups around issues of responsibility and engagement along with (mis)understandings of the purpose of the individual tools. Trainer-specific themes emerged related to the concurrent implementation of a new e-portfolio and perceptions of increased workload. Trainees associated WBA with a training structure support value but could not translate experiences into learning values. WBAs provide trainees with a justified reason to approach trainers for feedback. WBAs, however, are not being reified as the formative assessments originally intended. A culture change may be required to change the focus of WBA research and reconceptualise this set of tools and methods as a workplace learning practice . Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

The Future of Work in the Public Sector: Learning and Workplace Inequality. Working Paper.

ERIC Educational Resources Information Center

Rainbird, Helen; Munro, Anne; Holly, Lesley; Leisten, Ruchira

The patterns of manual and clerical workers' access to learning opportunities in the workplace in the United Kingdom were examined through case studies of three local authorities and three National Health Service trusts and a survey examining their employees' learning experiences. The workers occupying the lowest- grade jobs at the study…

Working at Community Boundaries: A Micro-Analysis of the Activist's Role in Participatory Learning Networks

ERIC Educational Resources Information Center

Thorpe, Mary; Kubiak, Chris

2005-01-01

The interaction of agency and context in workplace learning is explored through a micro-analysis of the implementation of networked learning communities in schools in England. Interviews with local activists show evidence of co-participation between individuals' responses and their workplace roles and experience as they take up the opportunity to…

[The workplace-based learning: a main paradigm of an effective continuing medical education].

PubMed

Lelli, Maria Barbara

2010-01-01

On the strength of the literature analysis and the Emilia-Romagna Region experience, we suggest a reflection on the workplace-based learning that goes beyond the analysis of the effectiveness of specific didactic methodologies and aspects related to Continuing Medical Education. Health education and training issue is viewed from a wider perspective, that integrates the three learning dimensions (formal, non formal and informal). In such a perspective the workplace-based learning becomes an essential paradigm to reshape the explicit knowledge conveyed in formal context and to emphasize informal contexts where innovation is generated.

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces.

PubMed

Teunissen, Pim W

2015-10-01

Learning by working is omnipresent in healthcare education. It enables people to learn how to perform, think, and interact in ways that work for their specific context. In this paper, I review my approach to studying this process. It centers on the question why healthcare professionals do what they do and how their actions and learning are intertwined. The aim of this paper is to illustrate what I have learned from the research I have been involved in, in such a way that it enables other researchers, educators, and clinicians to understand and study practice-based learning in healthcare workplaces. Therefore, I build on a programmatic line of research to present a framework of practice-based learning consisting of three inextricably linked levels of analysis. The first level focuses on how situations lead to personal experiences, the second level looks at strings of experiences that lead to multiple trajectories, and the third level deals with reifications arising from recurrent activities. This framework, and its interrelations and inherent tensions, helps to understand why healthcare workplaces can be both a powerful learning environment and a frustratingly hard place to change.

Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study.

PubMed

Rees, Charlotte E; Crampton, Paul; Kent, Fiona; Brown, Ted; Hood, Kerry; Leech, Michelle; Newton, Jennifer; Storr, Michael; Williams, Brett

2018-04-17

While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. A qualitative interview study using narrative techniques was conducted. Student placements across multiple clinical sites in Victoria, Australia. Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings

ERIC Educational Resources Information Center

Bondevik, Gunnar Tschudi; Holst, Lone; Haugland, Mildrid; Baerheim, Anders; Raaheim, Arild

2015-01-01

Interprofessional education may be defined as an occasion when two or more professions learn with, from, and about each other in order to improve collaboration and quality of care. We studied the self-reported experiences from Norwegian health care students participating in interprofessional workplace learning in primary care. We discuss the…

Understanding Self-Directed Learning in the Context of Mobile Web 2.0--Case Study with Workplace Learners

ERIC Educational Resources Information Center

Gu, Jia

2016-01-01

This paper presents the findings from a multiple-case study which has investigated the impact of mobile Web 2.0 technologies on self-directed learning (SDL) of workplace learners by exploring participants' learning experiences with a mobile App. Drawing on existing literatures, we examined learners' SDL personal attributes and process in the…

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

ERIC Educational Resources Information Center

Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

2018-01-01

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

Purpose When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. Method We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. Results In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Conclusions Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

TESOL in Context: Authentic Workplace Learning for Pre-Service Teachers

ERIC Educational Resources Information Center

Thomsett, Janeen; Leggett, Bridget; Ainsworth, Sharon

2011-01-01

The action research project entitled "Engaging pre-service TESOL teachers in authentic workplace learning" aimed to enhance the TESOL practicum experience of pre-service teachers in the Graduate Diploma of Education at Edith Cowan University in Perth, Western Australia. Integrated into the relevant TESOL curriculum unit was the…

Parents' Workplace Experiences and Family Communication Patterns.

ERIC Educational Resources Information Center

Ritchie, L. David

1997-01-01

Gathers data from 178 parents of adolescents to elucidate observed relationships between social class and family communication patterns. Finds parents generalize from their own experiences--particularly in the workplace--consistent with M.L. Kohn's theory of learning generalization. Finds conversation orientation to be positively associated and…

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship.

PubMed

van der Zwet, J; Zwietering, P J; Teunissen, P W; van der Vleuten, C P M; Scherpbier, A J J A

2011-08-01

Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students' learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students' participation in patient consultations, conversations with supervisors about consultations and students' observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education.

Learning to "Fit In": The Emotional Work of Chinese Immigrants in Canadian Engineering Workplaces

ERIC Educational Resources Information Center

Shan, Hongxia

2012-01-01

Purpose: The paper aims to explore the emotion learning experiences of some Chinese immigrants in Canadian engineering workplaces. Design/methodology/approach: The paper is based on life history style interviews with 14 Chinese immigrant engineers and 14 key informant interviews. Findings: Research respondents constructed a competitive, masculine,…

Workplace Learning for the Public Good: Implementation of a Standardized, Competency-Based Curriculum in Texas WIC

ERIC Educational Resources Information Center

Kessler, Seth A.; Horton, Karissa D.; Gottlieb, Nell H.; Atwood, Robin

2012-01-01

Purpose: The purpose of this study is to describe preceptors' implementation experiences after implementing a workplace learning program in Texas WIC (women, infant, and children) agencies and identify implementation best practices. Design/methodology/approach: This research used qualitative description methodology. Data collection consisted of 11…

A Foot in Both Camps: School Students and Workplaces.

ERIC Educational Resources Information Center

Smith, Erica; Green, Annette; Brennan, Ros

A research study in Australia examined the nature, extent, and methods of workplace learning for school students. Following a literature review that found that the proportion of school students who work part-time is increasing but that there is relatively little research on the learning outcomes of either work experience or work placements,…

An Action Learning Project on Diversity: Pitfalls and Possibilities.

ERIC Educational Resources Information Center

Hite, Linda M.

1997-01-01

In a college course on diversity in the workplace, students' experiences with conducting a cultural audit of the university as a workplace illustrate the dilemmas that can arise when students conduct action research in a real client system. Despite the inherent problems, the project resulted in significant student learning about the subject and…

Learning in Workplace Simulations in Vocational Education: A Student Perspective

ERIC Educational Resources Information Center

Jossberger, Helen; Brand-Gruwel, Saskia; van de Wiel, Margje W. J.; Boshuizen, Henny

2018-01-01

In vocational education, workplace simulations (WPS) have been implemented to ensure a better connection between the educational setting and the labour market. Moreover, WPS are supposed to motivate students and promote self-directed learning. So far, however, not much is known about the way students experience these WPS. The aim of the present…

Using vignettes to explore work-based learning: Part 1.

PubMed

Wareing, Mark

This is the first of two articles exploring the use of vignettes as an alternative method of presenting the data arising from interviews. The interviews were carried out as part of research into work-based learning: both articles are based on findings from a hermeneutic phenomenological study into the lived experience of foundation degree mentors and their students-healthcare assistants undertaking a foundation degree in health and social care in order to become assistant practitioners. Part 1 presents a vignette of a notional workplace mentor (Staff Nurse Sophie) that describes her lived experience supporting two equally notional foundation degree students. Sophie's perspective will be a distillation of data arising from interviews with eight workplace mentors, all employed on acute wards within a large NHS hospital trust. The vignette attempts to demonstrate the role of the workplace mentor in the support of work-based learning, and the interprofessional factors that determine the landscape of workplace learning for foundation degree students. The potential of a vignette to assist in a deeper hermeneutic understanding of meanings arising from data will be explored, and the limitations of the approach considered.

Contextual Factors Influencing the Facilitation of Others' Learning through Everyday Work Experiences

ERIC Educational Resources Information Center

Ellinger, Andrea D.; Cseh, Maria

2007-01-01

Purpose: Interest and research on workplace learning has intensified in recent years, however, research on assessing how employees facilitate each other's learning through everyday work experiences and how organizational contextual factors promote or impede the facilitation of others' learning at work is underdeveloped. Therefore, the purpose of…

Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models.

PubMed

O'Brien, Bridget C; Bachhuber, Melissa R; Teherani, Arianne; Iker, Theresa M; Batt, Joanne; O'Sullivan, Patricia S

2017-05-01

Early workplace learning experiences may be effective for learning systems-based practice. This study explores systems-oriented workplace learning experiences (SOWLEs) for early learners to suggest a framework for their development. The authors used a two-phase qualitative case study design. In Phase 1 (spring 2014), they prepared case write-ups based on transcribed interviews from 10 SOWLE leaders at the authors' institution and, through comparative analysis of cases, identified three SOWLE models. In Phase 2 (summer 2014), studying seven 8-week SOWLE pilots, the authors used interview and observational data collected from the seven participating medical students, two pharmacy students, and site leaders to construct case write-ups of each pilot and to verify and elaborate the models. In Model 1, students performed specific patient care activities that addressed a system gap. Some site leaders helped students connect the activities to larger systems problems and potential improvements. In Model 2, students participated in predetermined systems improvement (SI) projects, gaining experience in the improvement process. Site leaders had experience in SI and often had significant roles in the projects. In Model 3, students worked with key stakeholders to develop a project and conduct a small test of change. They experienced most elements of an improvement cycle. Site leaders often had experience with SI and knew how to guide and support students' learning. Each model could offer systems-oriented learning opportunities provided that key elements are in place including site leaders facile in SI concepts and able to guide students in SOWLE activities.

Survey on Intelligent Assistance for Workplace Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Ras, Eric; Rech, Jörg

Technology-enhanced learning (TEL) systems and intelligent assistance systems aim at supporting software engineers during learning and work. A questionnaire-based survey with 89 responses from industry was conducted to find out what kinds of services should be provided and how, as well as to determine which software engineering phases they should focus on. In this paper, we present the survey results regarding intelligent assistance for workplace learning in software engineering. We analyzed whether specific types of assistance depend on the organization's size, the respondent's role, and the experience level. The results show a demand for TEL that supports short-term problem solving and long-term competence development at the workplace.

When Are Workload and Workplace Learning Opportunities Related in a Curvilinear Manner? The Moderating Role of Autonomy

ERIC Educational Resources Information Center

van Ruysseveldt, Joris; van Dijke, Marius

2011-01-01

Building on theoretical frameworks like the Job Demands Control model and Action Theory we tested whether the relationship between workload and employees' experiences of opportunities for workplace learning is of an inverted u-shaped nature and whether autonomy moderates this relationship. We predicted that--at moderate levels of…

The Relationship between Cultural Values and Learning Preference: The Impact of Acculturation Experiences upon East Asians

ERIC Educational Resources Information Center

Chuang, Szu-Fang

2012-01-01

Globalization and technology advancement are creating more biculturalism at workplaces and learning settings. However, little is known about acculturation experience and its influence on a person's cultural values and learning preference. The research reported in this study investigates the impact of acculturation experiences upon the relationship…

Preparation for workplace adversity: Student narratives as a stimulus for learning.

PubMed

Hanson, Julie; McAllister, Margaret

2017-07-01

Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students' experiences of adversity, collaborate with students to discern important lessons for future students in their experiences, and make recommendations for other educators on how to use these adversity stories as lessons. Seven Australian nursing students were interviewed using critical incident technique consisting of 7 questions. This paper focuses on the responses to the questions: "Does this story's message have a place in the curriculum?" and "How would you teach this lesson?" Data were analysed using critical discourse analysis. Four recurring discourses emerged including: power relationships are a two-way street; learn from mistakes to prevent mistakes; begin cultural consciousness-raising in first year, first semester; and become critically self-aware. Narratives derived from original stories of adversity may be a valuable source of learning about the realities of the workplace but to benefit fully, educators need to assist students to notice and analyse embedded messages. Copyright © 2017 Elsevier Ltd. All rights reserved.

Generating Social Capital at the Workplace: A South African Case of Inside-Out Social Renewal.

ERIC Educational Resources Information Center

Dovey, Ken; Onyx, Jenny

2001-01-01

A case study of a South African workplace illustrated how workplace learning and experience of team culture influenced changes in workers' family life and community participation. Results showed how social capital is generated from within for the benefit of civil society. (Contains 35 references.) (SK)

A Model to Operate an On-Campus Retail Store for Workplace Experiential Learning

ERIC Educational Resources Information Center

Truman, Kiru; Mason, Roger B.; Venter, Petrus

2017-01-01

Many retailers argue that university students do not have the practical experience and skills required in the workplace when graduating. This paper reports on research undertaken to address this issue and to identify a model to guide development and implementation of a retail store, on a university campus, to be used for work-integrated learning.…

Hybrid Learning Environments: Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions. OECD Education Working Papers, No. 81

ERIC Educational Resources Information Center

Zitter, Ilya; Hoeve, Aimee

2012-01-01

This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a…

Challenges and Opportunities of Operation Enduring Freedom/Operation Iraqi Freedom Veterans with Disabilities Transitioning into Learning and Workplace Environments

ERIC Educational Resources Information Center

Ostovary, Fariba; Dapprich, Janet

2011-01-01

This article presents issues related to disabled military servicemen and women who are transitioning to civilian life. The emphasis is on the experience of veterans serving in the Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF) as they reintegrate into civilian workplace and learning environments. The authors begin with an…

Moving from the Classroom to the Workplace: A Service-Learning Case Study of a Media Production Capstone Course

ERIC Educational Resources Information Center

Giese, Mark

2013-01-01

This is a case study of how a capstone course, Producing and Directing, evolved into a service-learning course designed to provide graduating students with real-world workplace experience. It will examine issues including course structure, grading issues, course and client logistics, unaddressed skill sets, group work, and work-product quality…

A work-based educational intervention to support the development of personal resilience in nurses and midwives.

PubMed

McDonald, Glenda; Jackson, Debra; Wilkes, Lesley; Vickers, Margaret H

2012-05-01

A work-based educational programme was the intervention used in a collective case study aiming to develop, strengthen and maintain personal resilience amongst fourteen nurses and midwives. The participants attended six, monthly workshops and formed a participatory learning group. Post-intervention, participants reported positive personal and professional outcomes, including enhanced self-confidence, self-awareness, communication and conflict resolution skills. They strengthened relationships with their colleagues, enabling them to build helpful support networks in the workplace. The intervention used new and innovative ways of engaging nurses and midwives exhibiting the effects of workplace adversity - fatigue, pressure, stress and emotional labour. Participants were removed from their usual workplace environment and brought together to engage in critical reflection, experiential learning and creativity whilst also learning about the key characteristics and strategies of personal resilience. Participants' experiences and skills were valued and respected; honest airing of the differences within the group regarding common workplace issues and concerns was encouraged. The new contribution of this intervention for nursing and midwifery education was supporting the learning experience with complementary therapies to improve participants' wellbeing and reduce stress. Copyright © 2011. Published by Elsevier Ltd.

Do fourth year pharmacy students use Facebook to form workplace-based learning peer groups during rotations?

PubMed

Phillips, Jennifer; Gettig, Jacob; Goliak, Kristen; Allen, Sheila; Fjortoft, Nancy

2017-11-01

The objective of this study was to gain an understanding of whether pharmacy students are using Facebook ® to create formal or informal workplace-based peer groups to learn from each other and share information while completing their advanced pharmacy practice experiences (APPEs). Fourth-year pharmacy students from two colleges of pharmacy in the same geographical area were recruited by email to participate. Inclusion criteria were: completion of two or more APPEs, current assignment to an APPE rotation in the local area, and a Facebook ® profile. Two focus groups, of eight students each were conducted on each of the two colleges' campuses. An incentive to participate was provided. Thematic analysis was used to analyze responses. Students reported using Facebook ® to learn about rotation expectations, roles/responsibilities, and preceptors. However, frequency and depth of interactions varied among the participants. Most participants noted that they prefer more private methods of communication to learn about APPE experiences. Students found Facebook ® to be a good source of motivation and support during experiential learning. The use of social media sites like Facebook ® may help students form "virtual" workplace-based peer groups during APPEs. Pharmacy schools interested in providing support for formal workplace-based learning groups should consider using social media sites as one component of this program. Copyright © 2017 Elsevier Inc. All rights reserved.

The Informal Workplace Learning Experiences of Virtual Team Members: A Look at the Role of Collaborative Technologies

ERIC Educational Resources Information Center

Jones, Frankie S.

2007-01-01

This qualitative study explored how collaborative technologies influence the informal learning experiences of virtual team members. Inputs revealed as critical to virtual informal learning were integrated, collaborative technological systems; positive relationships and trust; and organizational support and virtual team management. These inputs…

A contemporary examination of workplace learning culture: an ethnomethodology study.

PubMed

Newton, Jennifer M; Henderson, Amanda; Jolly, Brian; Greaves, Judith

2015-01-01

Creating and maintaining a sustainable workforce is currently an international concern. Extensive literature suggest that students and staff need to be 'engaged', that is they need to interact with the health team if they are to maximise learning opportunities. Despite many studies since the 1970s into what creates a 'good' learning environment, ongoing issues continue to challenge healthcare organisations and educators. A 'good' learning environment has been an intangible element for many professions as learning is hindered by the complexity of practice and by limitations on practitioners' time available to assist and guide novices. This study sought to explore the nature of the learning interactions and experiences in clinical nursing practice that enhance a 'good' workplace learning culture for both nursing students and qualified nurses. An ethnomethodology study. A range of clinical settings in Victoria and Queensland, Australia. Students and registered nurses (n=95). Fieldwork observations were carried out on student nurses and registered nurses, followed by an individual interview with each participant. An iterative approach to analysis was undertaken; field notes of observations were reviewed, interviews transcribed verbatim and entered into NVivo10. Major themes were then extracted. Three central themes: learning by doing, navigating through communication, and 'entrustability', emerged providing insights into common practices potentially enhancing or detracting from learning in the workplace. Students' and registered nurses' learning is constrained by a myriad of interactions and embedded workplace practices, which can either enhance the individual's opportunities for learning or detract from the richness of affordances that healthcare workplace settings have to offer. Until the culture/or routine practices of the healthcare workplace are challenged, the trust and meaningful communication essential to learning in practice, will be achievable only serendipitously. Copyright © 2014 Elsevier Ltd. All rights reserved.

Swedish students' and preceptors' perceptions of what students learn in a six-month advanced pharmacy practice experience.

PubMed

Wallman, Andy; Sporrong, Sofia Kälvemark; Gustavsson, Maria; Lindblad, Asa Kettis; Johansson, Markus; Ring, Lena

2011-12-15

To identify what pharmacy students learn during the 6-month advanced pharmacy practice experience (APPE) in Sweden. Semi-structured interviews were conducted with 18 pharmacy APPE students and 17 pharmacist preceptors and analyzed in a qualitative directed content analysis using a defined workplace learning typology for categories. The Swedish APPE provides students with task performance skills for work at pharmacies and social and professional knowledge, such as teamwork, how to learn while in a work setting, self-evaluation, understanding of the pharmacist role, and decision making and problem solving skills. Many of these skills and knowledge are not accounted for in the curricula in Sweden. Using a workplace learning typology to identify learning outcomes, as in this study, could be useful for curricula development. Exploring the learning that takes place during the APPE in a pharmacy revealed a broad range of skills and knowledge that students acquire.

Developing skilled doctor-patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors.

PubMed

Giroldi, Esther; Veldhuijzen, Wemke; Geelen, Kristel; Muris, Jean; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees

2017-12-01

To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a general practice training setting, triangulating various sources of data to obtain a rich understanding of trainees and supervisors' experiences: three focus group discussions, five discussions during training sessions and five individual interviews. Thematic network analysis was performed during an iterative process of data collection and analysis. We identified a communication learning cycle consisting of six phases: impactful experience, change in frame of reference, identification of communication strategies, experimentation with strategies, evaluation of strategies and incorporation into personal repertoire. Supervisors supported trainees throughout this process by creating challenges, confronting trainees with their behaviour and helping them reflect on its underlying mechanisms, exploring and demonstrating communication strategies, giving concrete practice assignments, creating safety, exploring the effect of strategies and facilitating repeated practice and reflection. Based on the experiences of trainees and supervisors, we conclude that skilled communication involves the development of a personal communication repertoire from which learners are able to apply strategies that fit the context and their personal style. After further validation of our findings, it may be recommended to give learners concrete examples, opportunities for repeated practise and reflection on personal frames of reference and the effect of strategies, as well as space for authenticity and flexibility. In the workplace, the clinical supervisor is able to facilitate all these essential conditions to support his/her trainee in becoming a skilled communicator.

Enhancing clinical learning in the workplace: a qualitative study.

PubMed

Magnier, K; Wang, R; Dale, V H M; Murphy, R; Hammond, R A; Mossop, L; Freeman, S L; Anderson, C; Pead, M J

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

Enhancing clinical learning in the workplace: a qualitative study

PubMed Central

Magnier, K.; Wang, R.; Dale, V. H. M.; Murphy, R.; Hammond, R. A.; Mossop, L.; Freeman, S. L.; Anderson, C.; Pead, M. J.

2011-01-01

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students. PMID:22090156

How Dutch employees experience freedom of learning for work

NASA Astrophysics Data System (ADS)

van Dellen, Theo; Heidekamp, Ina

2015-12-01

This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees' quest for "freedom of learning for work". This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees' experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning.

Posture and performance: sitting vs. standing for security screening.

PubMed

Drury, C G; Hsiao, Y L; Joseph, C; Joshi, S; Lapp, J; Pennathur, P R

2008-03-01

A classification of the literature on the effects of workplace posture on performance of different mental tasks showed few consistent patterns. A parallel classification of the complementary effect of performance on postural variables gave similar results. Because of a lack of data for signal detection tasks, an experiment was performed using 12 experienced security operators performing an X-ray baggage-screening task with three different workplace arrangements. The current workplace, sitting on a high chair viewing a screen placed on top of the X-ray machine, was compared to a standing workplace and a conventional desk-sitting workplace. No performance effects of workplace posture were found, although the experiment was able to measure performance effects of learning and body part discomfort effects of workplace posture. There are implications for the classification of posture and performance and for the justification of ergonomics improvements based on performance increases.

The Lived Experiences of Nurses Transitioning to a Preceptor Role

ERIC Educational Resources Information Center

Miller, Janice Ampil

2013-01-01

This study explores the lived experiences of nurses who have transitioned to a nurse preceptor role and provides examples of how individuals learn in the workplace. Historically, nurses who agreed to become preceptors were chosen based on their availability and experience, not necessarily their teaching and learning abilities. Nursing research has…

Informal Conversations about Teaching and Their Relationship to a Formal Development Program: Learning Opportunities for Novice and Mid-Career Academics

ERIC Educational Resources Information Center

Thomson, Kate

2015-01-01

Engaging in informal activities, like conversations with colleagues, is one way that professionals can learn within workplace contexts. Informal conversations present opportunities for academics to learn about teaching. The current study investigated academics' experience of informal conversations, and their experience of the relations between…

Learning in the Workplace. Review of Research.

ERIC Educational Resources Information Center

Hager, Paul

Research on changes and issues in workplace learning in Australia over the past 6 years was reviewed. Special attention was paid to four topics: importance of learning in the workplace; nature of workplace learning; factors affecting the quality of workplace learning; and recognition of workplace learning. Selected findings were as follows: (1)…

The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.

PubMed

Claeys, Maureen; Deplaecie, Monique; Vanderplancke, Tine; Delbaere, Ilse; Myny, Dries; Beeckman, Dimitri; Verhaeghe, Sofie

2015-09-01

An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. The traditional clinical placement concept achieved the highest score for learning culture (p<0.001). The new concepts scored higher for learning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (p<0.05) and for the "interventions" competency (p<0.05). Traditional clinical placement, a dedicated education centre and workplace learning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Global Trends in Workplace Learning

ERIC Educational Resources Information Center

Lee, Lung-Sheng; Lai, Chun-Chin

2012-01-01

The paradigm of human resource development has shifted to workplace learning and performance. Workplace can be an organization, an office, a kitchen, a shop, a farm, a website, even a home. Workplace learning is a dynamic process to solve workplace problems through learning. An identification of global trends of workplace learning can help us to…

Swedish Students' and Preceptors' Perceptions of What Students Learn in a Six-Month Advanced Pharmacy Practice Experience

PubMed Central

Sporrong, Sofia Kälvemark; Gustavsson, Maria; Lindblad, Åsa Kettis; Johansson, Markus; Ring, Lena

2011-01-01

Objective. To identify what pharmacy students learn during the 6-month advanced pharmacy practice experience (APPE) in Sweden. Methods. Semi-structured interviews were conducted with 18 pharmacy APPE students and 17 pharmacist preceptors and analyzed in a qualitative directed content analysis using a defined workplace learning typology for categories. Results. The Swedish APPE provides students with task performance skills for work at pharmacies and social and professional knowledge, such as teamwork, how to learn while in a work setting, self-evaluation, understanding of the pharmacist role, and decision making and problem solving skills. Many of these skills and knowledge are not accounted for in the curricula in Sweden. Using a workplace learning typology to identify learning outcomes, as in this study, could be useful for curricula development. Conclusions. Exploring the learning that takes place during the APPE in a pharmacy revealed a broad range of skills and knowledge that students acquire. PMID:22345716

Defense Acquisition Review Journal. Volume 16, Number 3, Issue 52

DTIC Science & Technology

2009-10-01

This is also theorized to lead to increased ability for a student to transfer that learning experience into their everyday workplace experiences. In...hands-on, apprenticeship -type learning environment, increased motivation, and increased relevance for students through interactivity and...vation to learn and increasing perceived relevance of the instruction . This article covers the use of games and simulations in three different

Financial Aid for Prior Learning Assessment: Early Successes and Lessons from the U.S. Department of Education's Experimental Sites Initiative

ERIC Educational Resources Information Center

Plumlee, Tucker; Klein-Collins, Rebecca

2017-01-01

In 2015, the U.S. Department of Labor invited postsecondary institutions to participate in an experiment to learn how federal financial aid might be used to cover the costs of prior learning assessment (PLA). PLA is the process of evaluating a student's prior workplace and experiential learning for academic credit. While the experiment is still…

Using Workplace Changes as Learning Opportunities: Antecedents to Reflection in Professional Work

ERIC Educational Resources Information Center

Hetzner, Stefanie; Heid, Helmut; Gruber, Hans

2015-01-01

Purpose: This paper aims to contribute to an understanding of how individual characteristics and perceived contextual conditions shape reflection in professional work, particularly in workplaces that provide a variety of work experiences related to changes. The authors examine the effects of personal initiative, self-efficacy and perceived…

Mobile and Online Learning Journal: Effects on Apprentices' Reflection in Vocational Education and Training

ERIC Educational Resources Information Center

Mauroux, Laetitia; Könings, Karen D.; Zufferey, Jessica Dehler; Gurtner, Jean-Luc

2014-01-01

While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of…

Influencing Transformative Learning for Leaders

ERIC Educational Resources Information Center

Davis, Stephen H.

2006-01-01

Superintendents are uniquely positioned to establish workplace condition where on-the-job learning can flourish. Given the myriad duties and responsibilities that consume superintendents' typical workday, it is sometimes difficult for them to devote time and resources necessary to stimulate powerful-on-the-job learning experiences for school…

Learning to Put out the Red Stuff: Becoming Information Literate through Discursive Practice

ERIC Educational Resources Information Center

Lloyd, Annemaree

2007-01-01

From recent doctoral research into information literacy and workplace learning, an understanding of information literacy as a complex constellation of experiences and relationships with a range of information modalities is emerging. It is constituted through the connections among people, artifacts, texts, and bodily experiences that draw a person…

The "Erfahrraum": A Pedagogical Model for Designing Educational Technologies in Dual Vocational Systems

ERIC Educational Resources Information Center

Schwendimann, Beat A.; Cattaneo, Alberto A. P.; Zufferey, Jessica Dehler; Gurtner, Jean-Luc; Bétrancourt, Mireille; Dillenbourg, Pierre

2015-01-01

Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects…

Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

2014-01-01

In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

The Effects of Workplace Learning on Organizational Socialization in the Youth Workforce

ERIC Educational Resources Information Center

Oh, Seok-young

2016-01-01

The purpose of this study was to identify how high school graduate newcomers adjust to working in organizations. This study examines how their formal learning, intended informal learning, and unintended informal learning experiences jointly influence their adjustment processes [e.g., role clarity and personal-organizational (P-O) fit]. It also…

Best Practices in School to Careers: The Rural Challenge.

ERIC Educational Resources Information Center

National Employer Leadership Council, Washington, DC.

This document highlights the practices of companies in rural areas that have successfully connected workplace experiences to classroom learning through school-to-careers partnerships. First, the following fundamental components of school-to-careers are explained: school-based learning; work-based learning; and connecting activities. The next…

Learning at Transition for New and Experienced Staff

ERIC Educational Resources Information Center

Milligan, Colin; Margaryan, Anoush; Littlejohn, Allison

2013-01-01

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…

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace.

PubMed

Lloyd, Bradley; Pfeiffer, Daniella; Dominish, Jacqueline; Heading, Gaynor; Schmidt, David; McCluskey, Annie

2014-03-25

Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. A qualitative study was conducted with a purposively selected maximum variation sample (n =46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The 'framework approach' was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Key enablers of workplace learning included having access to peers, expertise and 'learning networks', protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes.

The New South Wales Allied Health Workplace Learning Study: barriers and enablers to learning in the workplace

PubMed Central

2014-01-01

Background Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health. Methods A qualitative study was conducted with a purposively selected maximum variation sample (n = 46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The ‘framework approach’ was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework. Results Key enablers of workplace learning included having access to peers, expertise and ‘learning networks’, protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning. Conclusion Attention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes. PMID:24661614

Virtual Speed Mentoring in the Workplace--Current Approaches to Personal Informal Learning in the Workplace: A Case Study

ERIC Educational Resources Information Center

Hamilton, Chuck; Langlois, Kristen; Watson, Henry

2010-01-01

Informal learning is the biggest undiscovered treasure in today's workplace. Marcia Conner, author and often-cited voice for workplace learning, suggests that "Informal learning accounts for over 75% of the learning taking place in organizations today" (1997). IBM understands the value of the hyper-connected informal workplace and…

To belong or not to belong: nursing students' interactions with clinical learning environments - an observational study.

PubMed

Liljedahl, Matilda; Björck, Erik; Kalén, Susanne; Ponzer, Sari; Bolander Laksov, Klara

2016-08-05

Belongingness has been argued to be a prerequisite for students' learning in the clinical setting but making students feel like they belong to the workplace is a challenge. From a sociocultural perspective, workplace participatory practices is a framework that views clinical learning environments to be created in interaction between students and the workplace and hence, are dependent on them both. The aim of this study was to explore the interdependence between affordances and engagement in clinical learning environments. The research question was: How are nursing students influenced in their interactions with clinical learning environments? An observational study with field observations and follow-up interviews was performed. The study setting comprised three academic teaching hospitals. Field observations included shadowing undergraduate nursing students during entire shifts. Fifty-five hours of field observations and ten follow-up interviews with students, supervisors and clinical managers formed the study data. A thematic approach to the analysis was taken and performed iteratively with the data collection. The results revealed that students strived to fill out the role they were offered in an aspirational way but that they became overwhelmed when given the responsibility of care. When students' basic values did not align with those enacted by the workplace, they were not willing to compromise their own values. Workplaces succeeded in inviting students into the community of nurses and the practice of care. Students demonstrated hesitance regarding their desire to belong to the workplace community. The results imply that the challenge for clinical education is not to increase the experience of belongingness but to maintain students' critical and reflective approach to health care practice. Additionally, results suggest students to be included as an important stakeholder in creating clinical learning environments rather than being viewed as consumer of clinical education.

The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

ERIC Educational Resources Information Center

Park, Yoonhee; Jacobs, Ronald L.

2011-01-01

Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

Perspective: clinical communication education in the United Kingdom: some fresh insights.

PubMed

Brown, Jo

2012-08-01

Clinical communication education is now part of the core curriculum of every medical school in the United Kingdom and the United States. It has emerged over 30 years because of various societal, political, and policy drivers and is supported by an impressive evidence base.For a variety of reasons, however, clinical communication has become separated from other parts of medical education and tends to be positioned in the early years of the curriculum, when students have limited experience of being in the clinical workplace and working with patients. The teachers of clinical communication, whether medical-school-based or clinically based, may not share learning goals for the subject and this may, therefore, provide a disintegrated learning experience for students.Clinical communication teachers need to inject fresh thinking into the teaching and learning of the subject to unite it with clinical practice in the authentic clinical workplace. Engaging with theories of workplace learning, which aim to overcome the theory/practice gap in vocational education, may be the way forward. The author suggests various ways that this might be achieved-for example, by situating clinical communication education throughout the whole undergraduate curriculum, by integrating the topic of clinical communication with other areas of medical education, by developing coteaching and curriculum design partnerships between medical school and clinical workplace, and by developing a greater range of postgraduate education that offers opportunities for professional development in clinical communication for qualified doctors that is complementary with what is taught in undergraduate education.

Theoretical Explanation for Success of Deep-Level-Learning Study Tours

ERIC Educational Resources Information Center

Bergsteiner, Harald; Avery, Gayle C.

2008-01-01

Study tours can help internationalize curricula and prepare students for global workplaces. We examine benefits of tours providing deep-level learning experiences rather than industrial tourism using five main theoretical frameworks to highlight the diverse learning benefits associated with intensive study tours in particular. Relevant theoretical…

Transformational Learning and Role of Self-Authorship in Developing Women Leaders

ERIC Educational Resources Information Center

Collay, Michelle; Cooper, Joanne

2008-01-01

Given the challenges of the workplace and the historic exclusion of women and people of color from positional leadership, this dual case study explores women's experiences in two graduate programs designed to support transformational learning of educational leaders. Data included participants' structured reflections on learning about leadership,…

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace.

PubMed

Nisbet, Gillian; Lincoln, Michelle; Dunn, Stewart

2013-11-01

In this paper, we explore the educational and workplace learning literature to identify the potential and significance for informal interprofessional learning within the workplace. We also examine theoretical perspectives informing informal workplace interprofessional learning. Despite numerous studies focusing on formal interprofessional education programs, we suggest that informal interprofessional learning opportunities are currently unrealized. We highlight reasons for a focus on learning within the workplace and the potential benefits within an interprofessional context.

Mobile Devices to Bridge the Gap in VET: Ease of Use and Usefulness as Indicators for Their Acceptance

ERIC Educational Resources Information Center

Motta, Elisa; Cattaneo, Alberto; Gurtner, Jean-Luc

2014-01-01

In the dual-track Vocational Education and Training (VET) system, apprentices gain experiences in different learning locations (i.e. workplace and school) but the bridges between these experiences are difficult to construct. Mobile devices could help to promote connectivity across learning contexts, provided they are accepted by the various…

The Impact of Work-Integrated Learning Experiences on Attaining Graduate Attributes for Exercise and Sports Science Students

ERIC Educational Resources Information Center

Hall, Melinda; Pascoe, Deborah; Charity, Megan

2017-01-01

Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students.…

Authentic Early Experience in Medical Education: A Socio-Cultural Analysis Identifying Important Variables in Learning Interactions within Workplaces

ERIC Educational Resources Information Center

Yardley, Sarah; Brosnan, Caragh; Richardson, Jane; Hays, Richard

2013-01-01

This paper addresses the question "what are the variables influencing social interactions and learning during Authentic Early Experience (AEE)?" AEE is a complex educational intervention for new medical students. Following critique of the existing literature, multiple qualitative methods were used to create a study framework conceptually…

Principles for Public Funding of Workplace Learning. A Review To Identify Models of Workplace Learning & Funding Principles.

ERIC Educational Resources Information Center

Hawke, Geof; Mawer, Giselle; Connole, Helen; Solomon, Nicky

Models of workplace learning and principles for funding workplace learning in Australia were identified through case studies and a literature review. A diverse array of workplace-based approaches to delivering nationally recognized qualifications were identified. The following were among the nine funding proposals formulated: (1) funding…

Moving from Student to Professional: Industry Mentors and Academic Internship Coordinators Supporting Intern Learning in the Workplace

ERIC Educational Resources Information Center

Kramer-Simpson, Elisabeth

2018-01-01

This article offers empirical data to explore ways that both industry mentors and academic internship coordinators support student interns in ways that optimize the workplace experience. Rich description of qualitative data from case studies and interviews shows that to optimize the internship, both the industry mentor and the academic internship…

Bridging "The Gap"--Linking Workplace-Based and University-Based Learning in Preschool Teacher Education in Sweden

ERIC Educational Resources Information Center

Karlsson Lohmander, Maelis

2015-01-01

Professional experience in preschool settings comprises an important part of the education of preschool teachers. During their placements, students are expected to link theory to practice, to integrate university-based knowledge with workplace-based knowledge and skills essential for their future profession. They often refer to a perceived gap…

Nature and Dynamics of Industry-Based Workplace Learning for South African TVET Lecturers

ERIC Educational Resources Information Center

van der Bijl, Andre; Taylor, Vanessa

2016-01-01

This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET…

Lessons Learned: Shaping Relationships and the Culture of the Workplace.

ERIC Educational Resources Information Center

Barth, Roland S.

This collection of essays and personal reflections stems from the author's experiences as an educator and sailor. He attempts to draw parallels between the schoolhouse and the sailboat to glean lessons on how to perform in the workplace. Through anecdotes and sketches, the author furnishes two sets of "rules" on how to be a good team…

Learning beyond graduation: exploring newly qualified specialists' entrance into daily practice from a learning perspective.

PubMed

Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

2016-05-01

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance into practice is scarce. This research aims to contribute to the framework of medical professionals' informal learning and outlines the results of an exploratory study on the nature of learning in daily practice beyond postgraduate training. Eleven newly qualified physicians from different specialized backgrounds participated in a phenomenographic study, using a critical incident method and a grounded theory approach. Results demonstrated that learning in the workplace is, to a large extent, informal and associated with a variety of learning experiences. Analysis shows that experiences related to diagnostics and treatments are important sources for learning. Furthermore, incidents related to communication, changing roles, policy and organization offer learning opportunities, and therefore categorized as learning experiences. A broad range of learning activities are identified in dealing with these learning experiences. More specifically, actively engaging in actions and interactions, especially with colleagues of the same specialty, are the most mentioned. Observing others, consulting written sources, and recognizing uncertainties, are also referred to as learning activities. In the study, interaction, solely or combined with other learning activities, are deemed as very important by specialists in the initial entrance into practice. These insights can be used to develop workplace structures to support the entrance into practice following postgraduate training.

Conceptions of How a Learning or Teaching Curriculum, Workplace Culture and Agency of Individuals Shape Medical Student Learning and Supervisory Practices in the Clinical Workplace

ERIC Educational Resources Information Center

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E.

2015-01-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the…

Winning with Art

ERIC Educational Resources Information Center

Walter, Bethany

2005-01-01

Developing learning experiences around real-world scenarios engages students in hands-on, authentic learning that promotes skills such as: research methods, collaboration, workplace skills, persistence, information organization and application, and self-reflection practice. The final work, new skills, and knowledge may then be demonstrated to an…

Workplace Learning in Pakistani Schools: A Myth or Reality?

ERIC Educational Resources Information Center

Nawab, Ali

2011-01-01

Purpose: Literature on workplace learning emphasizes that learning should be continually generated and negotiated in the workplace. How does this concept unfold in the developing context? This paper aims at understanding teachers' workplace learning and the conditions which influence such learning in a private school of Pakistani context.…

Workplace Learning in Malaysia: The Learner's Perspective

ERIC Educational Resources Information Center

Muhamad, Mazanah; Idris, Khairuddin

2005-01-01

This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by…

20 CFR 663.200 - What are intensive services for adults and dislocated workers?

Code of Federal Regulations, 2010 CFR

2010-04-01

... intensive services, such as out-of-area job search assistance, literacy activities related to basic... experience is a planned, structured learning experience that takes place in a workplace for a limited period...

Firefighter Workplace Learning: An Exploratory Case Study

ERIC Educational Resources Information Center

Tracey, Edward A.

2014-01-01

Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters…

Assessing Prior Experiential Learning: Issues of Authority, Authorship and Identity

ERIC Educational Resources Information Center

Pokorny, Helen

2012-01-01

Purpose: The purpose of this study is to examine how students with workplace learning experience the process of the assessment of prior experiential learning (APEL) in higher education. Design/methodology/approach: This is an inductive and exploratory study drawing on methodology from the field of academic literacies. It addresses two questions:…

A longitudinal interprofessional simulation curriculum for critical care teams: Exploring successes and challenges.

PubMed

Leclair, Laurie W; Dawson, Mary; Howe, Alison; Hale, Sue; Zelman, Eric; Clouser, Ryan; Garrison, Garth; Allen, Gilman

2018-05-01

Interprofessional care teams are the backbone of intensive care units (ICUs) where severity of illness is high and care requires varied skills and experience. Despite this care model, longitudinal educational programmes for such workplace teams rarely include all professions. In this article, we report findings on the initial assessment and evaluation of an ongoing, longitudinal simulation-based curriculum for interprofessional workplace critical care teams. The study had two independent components, quantitative learner assessment and qualitative curricular evaluation. To assess curriculum effectiveness at meeting learning objectives, participant-reported key learning points identified using a self-assessment tool administered immediately following curricular participation were mapped to session learning objectives. To evaluate the curriculum, we conducted a qualitative study using a phenomenology approach involving purposeful sampling of nine curricular participants undergoing recorded semi-structured interviews. Verbatim transcripts were reviewed by two independent readers to derive themes further subdivided into successes and barriers. Learner self-assessment demonstrated that the majority of learners, across all professions, achieved at least one intended learning objective with senior learners more likely to report team-based objectives and junior learners more likely to report knowledge/practice objectives. Successes identified by curricular evaluation included authentic critical care curricular content, safe learning environment, and team comradery from shared experience. Barriers included unfamiliarity with the simulation environment and clinical coverage for curricular participation. This study suggests that a sustainable interprofessional curriculum for workplace ICU critical care teams can achieve the desired educational impact and effectively deliver authentic simulated work experiences if barriers to educational engagement and participation can be overcome.

Workplace Learning as a Cultural Technology.

ERIC Educational Resources Information Center

Solomon, Nicky

2001-01-01

Despite the raised status of learning in workplace culture, workplace learning may be experienced as oppressive or disempowering when it must conform to cultural norms or learner differences are made invisible. Workplace educators should understand culture as an evolving entity and challenge oppressive workplace practices. (Contains 16…

Spirit-ness at Work: Connections between Workplace Spirituality, Transformative Learning, and Social Justice

ERIC Educational Resources Information Center

Tolliver, Derise E.

2016-01-01

The workplace is a place where we show up as human beings, subject to human experience. People are no longer willing to leave their spirit-ness at the door. In reality, spirit-ness shows up "without permission" as a revolutionary, powerful, and transformative way of being in a world that too often supports status quo activities that are…

Experience, Trajectories, and Reifications: An Emerging Framework of Practice-Based Learning in Healthcare Workplaces

ERIC Educational Resources Information Center

Teunissen, Pim W.

2015-01-01

Learning by working is omnipresent in healthcare education. It enables people to learn how to perform, think, and interact in ways that work for their specific context. In this paper, I review my approach to studying this process. It centers on the question why healthcare professionals do what they do and how their actions and learning are…

Learning Unlimited: Transforming Learning in the Workplace. 2nd Edition.

ERIC Educational Resources Information Center

Rylatt, Alastair

This book is intended to provide managers, trainers, and others responsible for improving learning within their workplace with the tools, perspectives, and strategies to transform their workplace into a learning organization. Throughout the book, key principles underpinning recent thinking on positive workplace transformation are combined with…

Worksite Training. ERIC Digest No. 109.

ERIC Educational Resources Information Center

Lankard, Bettina A.

Economic, social, and technological changes highlight the value of human resources and employee training. Acquiring the knowledge and skills demanded of today's workers represents a lifelong learning experience that must be nurtured through work-related learning activities and workplace training. For the employer, training supports organizational…

Ignite Zeal for STEM Learning

ERIC Educational Resources Information Center

Morales, Hector

2010-01-01

Incorporating business skills such as problem-solving, public presentations, collaboration, and self-direction into STEM (science, technology, engineering and mathematics) subjects is an excellent way to build students' enthusiasm for these disciplines. When educators add workplace internships to the learning experience, they are well on their way…

It's Never Too Late to Learn

ERIC Educational Resources Information Center

Warhurst, Russell Paul; Black, Kate Emma

2015-01-01

Purpose: This article aims to review the changing demographics of employment and it proceeds to critically examine the existing literature on later-career workers' experiences of training and development. Population ageing in developed economies has significant implications for workplace learning, given suggestions that most occupational learning…

Employer Engagement in Education

ERIC Educational Resources Information Center

Mann, Anthony; Dawkins, James

2014-01-01

The subject of this paper is employer engagement in education as it supports the learning and progression of young people through activities including work experience, job shadowing, workplace visits, career talks, mock interviews, CV workshops, business mentoring, enterprise competitions and the provision of learning resources. Interest has grown…

Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

PubMed

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

2015-05-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

The Internship Experience: Linking the University to the Workplace.

ERIC Educational Resources Information Center

Allen, Ann; Kielbaso, Gloria; Dirkx, John M.

The internships and cooperative education experiences offered at Michigan's 15 public universities were examined. The study focused on the following items: the organization of internships and cooperative education experiences on university campuses; ways employers and students access such work-based learning opportunities; the numbers of students…

Learning in the workplace: Fostering resilience in disengaged youth.

PubMed

Deluca, Christopher; Hutchinson, Nancy L; Delugt, Jennifer S; Beyer, Wanda; Thornton, Antoinette; Versnel, Joan; Chin, Peter; Munby, Hugh

2010-01-01

International reports on school-to-work transition make it clear that worldwide youth are at-risk for educational disengagement and are three times as likely to be unemployed as their adult counterparts. Work-based education (WBE) is one of the most frequently recommended solutions for youth disengagement which suggests that WBE serves as a protective factor and encourages resilience in at-risk youth. The objective of this study was to describe and compare the experiences of two at-risk youth enrolled in WBE. Two 18-year old at-risk youth enrolled in WBE were chosen for study because they were learning in workplaces judged likely to promote resilience. Both had been disengaged from school prior to enrolling in WBE. Each multiple-perspective case study includes the perspective of the youth, the workplace employer, and the work-based educator. Data consisted of ethnographic observations and interviews conducted at the workplace, and with the teacher in the school. Each case study highlights how supportive adults and an at-risk youth engage in interactions that facilitate the emergence of resilience in the workplace. In these two cases, risk and resilience are context specific, suggesting that at-risk youth may require tailored workplace programs to meet their career development needs.

Assessing engineering students' demonstration of workplace competencies in experiential learning environments through internships and cooperative work experiences

NASA Astrophysics Data System (ADS)

Laingen, Mark A.

This study investigates the relationships between supervisor assessments and internship students' self-assessments for 15 workplace competencies, demonstrated in an internship or cooperative work environment. The 15 workplace competencies were developed by Iowa State University in collaboration with over 200 constituents comprised of Iowa State University COE alumni, engineering employers, COE faculty, partnering international faculty, and COE students, to provide clear, independent, and assessable measures for the eleven learning outcomes identified in the ABET Criterion 3 (a-k) outcomes. The study investigated workplace competency assessment data collected over ten years, commencing with the fall 2001 internship assessment term and concluding with the fall 2011 assessment term. The study used three separate methodologies to analyze workplace competency assessments in the COE. Part 1 analyzed data across the fifteen workplace competencies, and across ten programs in the College of Engineering, that have been involved with the workplace competency assessment of internship and cooperative students from the beginning of data collection in 2001. Supervisor assessment ratings were compared to internship student self-assessment ratings across the ten-year span from 2001-11using the non-parametric equivalent of the paired t-test; the Wilcoxon singed rank test for paired data. Part 2 of the study investigated the relationship between supervisor and student self-assessment data across assessment terms related to the 2001-05 and 2006-11 ABET accreditation cycles. The third part investigated how data tracking workplace competency strengths and weaknesses and ABET outcomes achievement percentages have changed between the assessment terms across accreditation cycles. Part 3 included an on-line survey sent to program curriculum committee members involved with workplace competency assessment data that investigated how the engineering programs are utilizing this data in support of continuous improvement of the program curricula. Results of the analysis demonstrate how paired supervisor assessment and student self-assessment ratings for assessment of the internship students' demonstration of workplace competencies can be useful in evaluating student demonstration of competency in COE learning outcomes through the experiential learning environment, and support continuous improvement practices for program curriculum development.

What Makes for Good Workplace Learning? At a Glance.

ERIC Educational Resources Information Center

National Centre for Vocational Education Research, Leabrook (Australia).

Workplace learning, both formal and informal, is taking on an increasingly important role in the education and training of the workforce. Based on an analysis of recent research on workplace learning in Australia, in an 'ideal' workplace learning situation enterprises would have in place the elements outlined in the following key findings: (1)…

Organisation of Workplace Learning: A Case Study of Paediatric Residents' and Consultants' Beliefs and Practices

ERIC Educational Resources Information Center

Skipper, Mads; Nøhr, Susanne Backman; Jacobsen, Tine Klitgaard; Musaeus, Peter

2016-01-01

Several studies have examined how doctors learn in the workplace, but research is needed linking workplace learning with the organisation of doctors' daily work. This study examined residents' and consultants' attitudes and beliefs regarding workplace learning and contextual and organisational factors influencing the organisation and planning of…

Context Becomes Content: Sensor Data for Computer-Supported Reflective Learning

ERIC Educational Resources Information Center

Muller, Lars; Divitini, Monica; Mora, Simone; Rivera-Pelayo, Veronica; Stork, Wilhelm

2015-01-01

Wearable devices and ambient sensors can monitor a growing number of aspects of daily life and work. We propose to use this context data as content for learning applications in workplace settings to enable employees to reflect on experiences from their work. Learning by reflection is essential for today's dynamic work environments, as employees…

Mobile Augmented Reality as Usability to Enhance Nurse Prevent Violence Learning Satisfaction.

PubMed

Hsu, Han-Jen; Weng, Wei-Kai; Chou, Yung-Lang; Huang, Pin-Wei

2018-01-01

Violence in hospitals, nurses are at high risk of patient's aggression in the workplace. This learning course application Mobile Augmented Reality to enhance nurse to prevent violence skill. Increasingly, mobile technologies introduced and integrated into classroom teaching and clinical applications. Improving the quality of learning course and providing new experiences for nurses.

"You Have Enough Problems Pop Up, You Start to Learn": Contradictions Encountered in Learning a New Job

ERIC Educational Resources Information Center

Olson, Joann S.; Kim, Junghwan; Hwang, Jihee

2017-01-01

This article explores the workplace learning experiences of professional staff at a small private college who changed jobs, primarily due to a departmental reorganization. In many cases, the emerging jobs were ill-defined, and participants found it challenging to be released from the responsibilities of their previous positions. A…

Exploring Stakeholders' Perspectives of the Influences on Student Learning in Cooperative Education

ERIC Educational Resources Information Center

Fleming, Jenny

2015-01-01

Fundamental to cooperative education is a philosophical commitment to learning through the experience of work. The workplace can be viewed as a social environment and provides a context for learning that is very different from that provided within a university. The aim of this research was, through an interpretive case study, to explore the…

Pastors and the "Perpetuum Mobile": The Dynamics of Professional Learning in Times of Reform

ERIC Educational Resources Information Center

Reite, Ingrid Chr.

2015-01-01

In a changing knowledge society, many workplaces experience a great number of reforms, implying improvement, new ways of working and professional learning. When a reform is introduced, however, does a professional act as an ever-moving machine--a "perpetuum mobile"--always learning with full energy? In this article, I ask the following:…

Learning to Become a Machine Operator: The Dialogical Relationship between Context, Self, and Content

ERIC Educational Resources Information Center

Brockman, Julie L.; Dirkx, John M.

2006-01-01

As work organizations restructure to remain competitive, problem solving is being pushed down to frontline workers, and emphasis is increasingly placed on workplace learning. In this exploratory, qualitative study, we focus on workers' experiences of problems within the context of their work and how these contexts foster their learning and…

Conditions for Workplace Learning in Professional Work: Discrepancies between Occupational and Organisational Values

ERIC Educational Resources Information Center

Parding, Karolina; Berg-Jansson, Anna

2018-01-01

Purpose: This paper aims to examine and discuss learning conditions for teachers, in the context of choice and decentralisation reforms. Design/methodology/approach: This article is based on analyses of 30 interviews with Swedish upper secondary teachers focusing on their experiences of their conditions for learning. Findings: This paper shows how…

Defense AR Journal. Volume 16, Number 3, Issue 52, October 2009

DTIC Science & Technology

2009-10-01

increased ability for a student to transfer that learning experience into their everyday workplace experiences. In short, the use of game...vation to learn and increasing perceived relevance of the instruction . This article covers the use of games and simulations in three different...Rand McNally. Jaaskelainen, V. (1969). Accounting and mathematical programming [Monograph]. Helsinki, Finland: Helsinki School of Economics. Jazayeri, M

Virtual Learning Environments.

ERIC Educational Resources Information Center

Follows, Scott B.

1999-01-01

Illustrates the possibilities and educational benefits of virtual learning environments (VLEs), based on experiences with "Thirst for Knowledge," a VLE that simulates the workplace of a major company. While working in this virtual office world, students walk through the building, attend meetings, read reports, receive e-mail, answer the telephone,…

Development of Professional Identity in Romanian Business Students

ERIC Educational Resources Information Center

Glaser-Segura, Daniel A.; Mudge, Suzanne; Bratianu, Constantin; Dumitru, Ionela

2010-01-01

Purpose: This study aims to focus on the role of learning activities on the development of Romanian students making the change from academia to the workplace, specifically focusing on the role of three learning activities: classroom teaching pedagogies ("in-vitro"); field experiences ("in-situ"); and self-development…

Active Learning in the Digital Age Classroom.

ERIC Educational Resources Information Center

Heide, Ann; Henderson, Dale

This book examines the theoretical and practical issues surrounding today's technology-integrated classroom. The chapters cover the following topics: (1) reasons to integrate technology into the classroom, including the changing world, enriched learning and increased productivity, the learner, the workplace, past experience, and future trends; (2)…

Exploring Individual, Social and Organisational Effects on Web 2.0-Based Workplace Learning: A Research Agenda for a Systematic Approach

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi

2013-01-01

Web 2.0-based workplace learning is defined in this article as informal learning that takes place in the workplace through connections and collaborations mediated by Web 2.0 technology. Web 2.0-based workplace learning has the potential to enhance organisational learning and development. However, little systematic research has been published that…

Valuing Practice over Theory: How Beginning Teachers Re-Orient their Practice in the Transition from the University to the Workplace

ERIC Educational Resources Information Center

Allen, Jeanne M.

2009-01-01

This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite…

"No One Really Knows What It Is That I Need": Learning a New Job at a Small Private College

ERIC Educational Resources Information Center

Olson, Joann S.

2015-01-01

Colleges and universities are sites of learning, not only for tuition-paying students, but also for those employed by the institution. This qualitative study explored the workplace learning experiences of non-faculty staff at a small, faith-based private college in the upper Midwest who had recently changed jobs within the institution. Learning to…

Integrating Web 2.0-Based Informal Learning with Workplace Training

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi J.

2012-01-01

Informal learning takes place in the workplace through connection and collaboration mediated by Web 2.0 applications. However, little research has yet been published that explores informal learning and how to integrate it with workplace training. We aim to address this research gap by developing a conceptual Web 2.0-based workplace learning and…

Examining Informal Learning Using Mobile Devices in the Healthcare Workplace

ERIC Educational Resources Information Center

Fahlman, Dorothy

2013-01-01

The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses…

Learning "While" Working: Success Stories on Workplace Learning in Europe

ERIC Educational Resources Information Center

Lardinois, Rocio

2011-01-01

Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…

The Relationship between Learning Conditions in the Workplace and Informal Learning Outcomes: A Study among Police Inspectors

ERIC Educational Resources Information Center

Janssens, Liezelot; Smet, Kelly; Onghena, Patrick; Kyndt, Eva

2017-01-01

Informal workplace learning has become a prominent reality in the knowledge society of today. For this reason, developing appropriate learning conditions in order to enhance workplace learning is dominating organizational agendas. However, research that investigates the relationship between important learning conditions and learning outcomes…

Learning in the workplace: the role of Nurse Managers.

PubMed

Yen, Margaret; Trede, Franziska; Patterson, Carmel

2016-06-01

Objective This research explores Nurse Managers' (NMs') influence on workplace learning. The facilitation of staff learning has implications for the role of NMs, who are responsible for the quality and safety of patient care. However, this aspect of their work is implicit and there is limited research in the area. Methods This paper discusses the findings from one hospital as part of a broader philosophical hermeneutic study conducted in two public hospitals over a 20-month timeframe. NMs participated in interviews, a period of observation, follow-up interviews and a focus group. Transcribed data was thematically analysed. Eraut's 'Two triangle theory of workplace learning' was used to interpret participants' accounts of how they facilitated workplace learning. Findings The analysis found that NMs worked to positively influence staff performance through learning in three domains: orientating new staff, assessing staff performance and managing underperformance. Conclusions This study purports that NMs influence workplace learning in ways that are seldom recognised. A more conscious understanding of the impact of their role can enable NMs to more purposefully influence workplace learning. Such understanding also has implications for the professional preparation of NMs for their role in the context of workplace learning, facilitating learning for change and enabling the advancement of quality and safety in healthcare. What is known about the topic? Studies exploring the influence of Nurse Managers in workplace learning have been limited to their role in the facilitation of formal learning. There is a paucity of research that examines their role in influencing informal learning. What does this paper add? The findings of this study draw on Eraut's 'Two triangle theory of workplace learning' to further define the interdependent relationship between management and educational practices. What are the implications for practitioners? NMs' awareness and deliberate use of their management role to enhance workplace learning will not only strengthen their role, but will also foster good learning environments and quality nursing services.

Redesigning Vocational Education: The Possibilities of Design-Based Research

ERIC Educational Resources Information Center

Leeman, Yvonne; Wardekker, Willem

2011-01-01

This article describes and reflects our experiences as researchers in a design-based research project on a curriculum innovation focused on meaningful, co-operative learning in vocational education in the Netherlands. The project was successful in gaining insights in possible practices for workplace learning but did only partly realize the…

Student Distress in Clinical Workplace Learning: Differences in Social Comparison Behaviours

ERIC Educational Resources Information Center

Raat, A. N. Janet; Schönrock-Adema, Johanna; van Hell, E. Ally; Kuks, Jan B. M.; Cohen-Schotanus, Janke

2015-01-01

In medical education, student distress is known to hamper learning and professional development. To address this problem, recent studies aimed at helping students cope with stressful situations. Undergraduate students in clinical practice frequently use experiences of surrounding peers to estimate their abilities to master such challenging…

The Trouble with Thinking like Arena: Learning to Use Simulation Software

ERIC Educational Resources Information Center

Rodgers, Diane M.; Moraga, Reinaldo J.

2011-01-01

Simulation software used for modeling has become as ubiquitous as computers themselves. Despite growing reliance on simulation in educational and workplace settings, users encounter frustration in using simulation software programs. The authors conducted a study with 26 engineering students and interviewed them about their experience learning the…

Scaffolding Collaborative Reflective Writing in a VET Curriculum

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2014-01-01

Learning journal writing is an effective tool to foster the development of reflective capacity in the context of Vocational Education and Training (VET) if conceived as a collection of descriptions and reflections on real professional experiences. Reporting professional situations in a learning journal outside the workplace in turn fosters the…

Informal Learning. Symposium 27. [AHRD Conference, 2001].

ERIC Educational Resources Information Center

2001

This document contains three papers on informal learning and human resource development. "Workplace Learning Reviewed: Confronting the Rhetoric with Empirical Research" (Rob F. Poell, Ferd J. Van der Krogt) discusses the considerable discrepancy between theory on workplace learning and actual workplace learning-related developments in…

Expanding Learning in the Workplace: Making More of Individual and Organisational Potential. A NIACE Policy Discussion Paper.

ERIC Educational Resources Information Center

Unwin, Lorna; Fuller, Alison

Ways of expanding workplace learning in the United Kingdom by making better use of individual and organizational potential were examined. The analysis focused on the following issues: ways of fostering, improving, and increasing learning in the workplace; ways of enhancing access to and participation in workplace learning; ways of making workplace…

The Workplace Learning Cycle: A Problem-Based Curriculum Model for the Preparation of Workplace Learning Professionals

ERIC Educational Resources Information Center

O'Connor, Bridget N.

2004-01-01

Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to the construction of a curriculum for a graduate-level course of study in workplace education. As a way to prepare chief learning officers and heads of corporate universities, the…

Work-Based Learning: Learning To Work; Working To Learn; Learning To Learn.

ERIC Educational Resources Information Center

Strumpf, Lori; Mains, Kristine

This document describes a work-based learning approach designed to integrate work and learning at the workplace and thereby help young people develop the skills required for changing workplaces. The following considerations in designing work-based programs are discussed: the trend toward high performance workplaces and changes in the way work is…

Interdependence and Integration Learning in Student Project Teams: Do Team Project Assignments Achieve What We Want Them to?

ERIC Educational Resources Information Center

Skilton, Paul F.; Forsyth, David; White, Otis J.

2008-01-01

Building from research on learning in workplace project teams, the authors work forward from the idea that the principal condition enabling integration learning in student team projects is project complexity. Recognizing the challenges of developing and running complex student projects, the authors extend theory to propose that the experience of…

A Social Constructionist Inquiry Study on the Lived Experiences of Educators with Dyslexia Overcoming Workplace Barriers and Increasing Their Capacity for Success

ERIC Educational Resources Information Center

Taylor, Kathryn R.

2017-01-01

The purpose of this qualitative research is to journey the lives of educators with dyslexia growing up as K-12 students, working in the K-12 educational environment, and the means by which those educators overcome workplace barriers as analyzed by three guidelines under the Universal Design for Learning (UDL) principle, multiple means of…

Workplace Learning: Emerging Trends and New Perspectives

ERIC Educational Resources Information Center

Fenwick, Tara

2008-01-01

This chapter focuses on "learning processes" in the workplace from concepts emerging in the field of adult education, without straying into pedagogies and programs that can enhance learning. It discusses four topics on learning processes that seem to be particularly important for addressing key purposes and issues of workplace learning from an…

Experiences of employed women with attention deficit hyperactive disorder: A phenomenological study.

PubMed

Schreuer, N; Dorot, R

2017-01-01

Employees with attention-deficit/hyperactivity disorder (ADHD) face various risks in the workplace. Little is known of the specific challenges women with ADHD experience. To explore the experiences of working women with ADHD and learn the strategies and accommodations that facilitate their maintaining employment. Qualitative phenomenological approach was used to echo women's subjective perceptions and experiences representing their daily interactions in their workplace. In-depth interviews were conducted with eleven tertiary-educated employed women (M = 33.5; SD = 6.61 years), diagnosed with ADHD and the transcripts were analyzed by three researchers, using the qualitative phenomenological approach. Most interviewed women with ADHD described interactions with their workplace as confusing, overwhelming, and chaotic. They perceived their ADHD as a significant obstacle to success in employment that also conferred some advantages. Three interview themes are explored here (1) challenges in coping with job demands and the workplace, including the disclosure dilemma; (2) personal coping strategies; (3) useful accommodations. For the women interviewed, employment was important for their self-identity, beyond simply making a living. Their experiences indicate impaired executive functioning and inhibition and sensory sensitivity, consistently with theoretical models for ADHD. They identified gender-specific issues, such as using medication during pregnancy, which led them to seek for non-pharmacological coping mechanisms. They contributed practical knowledge regarding employee-led adaptations and employer-provided workplace accommodations.

Theories of Learning for the Workplace: Building Blocks for Training and Professional Development Programs. Routledge Psychology in Education

ERIC Educational Resources Information Center

Dochy, Filip; Gijbels, David; Segers, Mien; Van den Bossche, Piet

2011-01-01

Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about "storing and recall" but "development and flow". "Theories of Learning in the Workplace" offers fascinating overviews into some…

Task Characteristics and Learning Potentials--Empirical Results of Three Diary Studies on Workplace Learning

ERIC Educational Resources Information Center

Rausch, Andreas

2013-01-01

Most learning in the workplace occurs while pursuing working rather than learning goals. The studies at hand aimed to identify task characteristics that foster learning in the workplace. Task characteristics are supposed to exert a major effect on the learning potential. However, the fact that learning is more often than not a rather unconscious…

Early Workplace Learning Experiences: What Are the Pedagogical Possibilities beyond Retention and Employability?

ERIC Educational Resources Information Center

Trede, Franziska; McEwen, Celina

2015-01-01

With this paper, we explore early placement experiences and their pedagogical potential, including ways of keeping students enrolled and persisting with their studies. Few university courses offer early placements because traditionally placement experiences have a focus on employability and work readiness of graduates, hence occur towards the end…

Dealing with the tension: how residents seek autonomy and participation in the workplace.

PubMed

Olmos-Vega, Francisco M; Dolmans, Diana H J M; Vargas-Castro, Nicolas; Stalmeijer, Renée E

2017-07-01

The workplace can be a strenuous setting for residents: although it offers a wealth of learning opportunities, residents find themselves juggling their responsibilities. Even though supervisors regulate what is afforded to residents, the former find it difficult to strike the proper balance between residents' independence and support, which could create tensions. But what tensions do residents experience during clinical supervision and how do they cope with them to maximise their learning opportunities? Understanding how residents act on different affordances in the workplace is of paramount importance, as it influences their learning. Residents from different levels of training and disciplines participated in three focus groups (n = 19) and 10 semi-structured interviews (n = 10). The authors recruited these trainees using purposive and convenience sampling. Audio-recordings were transcribed verbatim and the ensuing scripts were analysed using a constructivist grounded theory methodology. Residents reported that the autonomy and practice opportunities given by their supervisors were either excessive or too limited, and both were perceived as tensions. When in excess, trainees enlisted the help of their supervisor or peers, depending on how safe they recognised the learning environment to be. When practice opportunities were curtailed, trainees tried to negotiate more if they felt the learning environment was safe. When they did not, trainees became passive observers. Learning from each engagement was subject to the extent of intersubjectivity achieved between the actors involved. Tensions arose when supervisors did not give trainees the desired degree of autonomy and opportunities to participate. Trainees responded in various ways to maximise their learning opportunities. For these different engagement-related responses to enhance workplace learning in specialty training, achieving intersubjectivity between trainee and supervisor seems foundational. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The Influence of Job Characteristics and Self-Directed Learning Orientation on Workplace Learning

ERIC Educational Resources Information Center

Raemdonck, Isabel; Gijbels, David; van Groen, Willemijn

2014-01-01

Given the increasing importance of learning at work, we set out to examine the factors which influence workplace learning behaviour. The study investigated the influence of the job characteristics from Karasek's Job Demand Control Support model and the personal characteristic self-directed learning orientation on workplace learning. A total…

Thinking Beyond Numbers: Learning Numeracy for the Future Workplace. Support Document

ERIC Educational Resources Information Center

Marr, Beth; Hagston, Jan

2007-01-01

The use, learning and transfer of workplace numeracy skills, as well as current understandings of the term numeracy, are examined in this study. It also highlights the importance of numeracy as an essential workplace skill. "Thinking Beyond Numbers: Learning Numeracy for the Future Workplace" challenges the training system and training…

Workplace Learning: Reports of Change from Supervisors and Learners.

ERIC Educational Resources Information Center

Gershwin, Mary Crabbe

1996-01-01

The Colorado workplace program completed an open-ended program evaluation that examined the following: how people involved in workplace learning change, what the shape of that change is, and what impact that change may have. It explored the perspectives of two groups closely involved in the workplace learning process: participants and their…

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

ERIC Educational Resources Information Center

Remtulla, Karim A.

2010-01-01

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and…

Supporting those who work and learn: A phenomenological research study.

PubMed

Thurgate, Claire

2018-02-01

With a shift in the United Kingdom's National Health Service to organisational learning and the local introduction of the Assistant Practitioner role to support the nursing workforce there was a broad need to understand the lived experiences of those who work and learn. Hermeneutic phenomenology was the chosen methodology. A purposive sample of eight trainee assistant practitioners, four matrons, seven mentors and the practice development nurse participated in conversational interviews at intermittent points in the journey. A stepped process of analysis produced three over-arching super-ordinate themes which indicated that the transition to assistant practitioner is non-linear and complex necessitating a change in knowledge and behaviour and the workplace culture must enable learning and role development. This paper focuses on supporting the journey which encompassed learning at university and learning in the workplace. Participants' stories demonstrated the presence of knowledgeable mentors and a learning culture enabled new roles to be supported. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Improving Workplace Learning of Lifelong Learning Sector Trainee Teachers in the UK

ERIC Educational Resources Information Center

Maxwell, Bronwen

2014-01-01

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…

Cooperative Work Groups: Preparing Students for the Real World.

ERIC Educational Resources Information Center

Mandel, Scott M.

This book outlines how educators can design meaningful learning experiences that address standards and utilize cooperative learning, brain research, and the Internet to effectively develop a students' ability to thrive in the 21st century workplace. After an introduction that explains cooperative work groups, there are 13 chapters in four parts.…

Canadian Chefs' Workplace Learning

ERIC Educational Resources Information Center

Cormier-MacBurnie, Paulette; Doyle, Wendy; Mombourquette, Peter; Young, Jeffrey D.

2015-01-01

Purpose: This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs' learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach: The methodology is based on in-depth, face-to-face, semi-structured…

Improving Job Performance: Workplace Learning Is the First Step

ERIC Educational Resources Information Center

Daryoush, Younes; Silong, Abu Daud; Omar, Zohara; Othman, Jamilah

2013-01-01

The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study…

The Relationship between Workplace Climate, Motivation and Learning Approaches for Knowledge Workers

ERIC Educational Resources Information Center

Vanthournout, Gert; Noyens, Dorien; Gijbels, David; Van den Bossche, Piet

2014-01-01

Workplace learning is becoming a central tenet for a large proportion of today's employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to…

Learning-Conducive Work: A Survey of Learning Conditions in Norwegian Workplaces. CEDEFOP Panorama Series.

ERIC Educational Resources Information Center

Skule, Sveinung; Reichborn, Anders N.; Leren, Iver Jan, Ed.

In this report, learning conditions in Norwegian workplaces were examined to identify ways of making workplaces more conducive to learning. Data were collected through interviews in 11 firms and a questionnaire survey of 1,300 private sector and 200 public sector employees. Opportunities to learn through work varied widely. Older women with little…

Improving access to learning in the workplace using technology in an accredited course.

PubMed

Munro, Kathleen M; Peacock, Susi

2005-03-01

This article gives an account of a case study which seeks to explore the potential for using technology to deliver learning in the workplace: a syringe driver course for nurses. We provide a brief overview of workplace learning, continuing professional development and learning technology in the health sciences. The paper then draws upon a three-year project that involved the transition of a traditionally taught, institution-based face-to-face course to work-based learning using technology. Through the evaluation and discussion of the case study we address key issues that have emerged, such as, marketing of the product; in our case it was decided that the most cost-effective way to provide the course and recuperate some costs was to accredit the course by the Institution. Registered practitioners in the workplace assess learning and are linked to the quality assurance mechanisms of the Institution. We also consider some of the major barriers to implementation, highlighting critical areas for consideration for those undertaking a similar project. These include the lack of technical knowledge in the Group, which resulted in a steep learning curve for all members. This and numerous iterations of materials (including video and animations) lengthened the project considerably whilst technological advances meant other more sophisticated technological solutions that became available during the production process were incorporated. A cost benefit analysis would show that the product has been delivered across Scotland and production costs covered and that there have been unquantifiable gains, including improving the external profile of the academic institution and the NHS Trust, developing the technical skills of the Group and providing invaluable experience of working in a cross-disciplinary collaborative working environment.

Flexible Learning in a Workplace Model: Blended a Motivation to a Lifelong Learner in a Social Network Environment

ERIC Educational Resources Information Center

Na-songkhla, Jaitip

2011-01-01

This paper presents a model of learning in a workplace, in which an online course provides flexibility for staff to learn at their convenient hours. A motivation was brought into an account of the success of learning in a workplace program, based upon Behaviorist learning approach--an online mentor and an accumulated learning activities score was…

Enhancing Student Collaboration in Global Virtual Teams

ERIC Educational Resources Information Center

Kohut, Gary F.

2012-01-01

With the growth in the global economy and the rapid development of communication and information technologies, global virtual teams are quickly becoming the norm in the workplace. Research indicates, however, that many students have little or no experience working in such teams. Students who learn through these experiences benefit from higher task…

Building Pathways to Working with Collections: Can Internships and Student Work Experience Help?

ERIC Educational Resources Information Center

Hoy, Marian

2011-01-01

How do internships and work experience, such as volunteering, give students a taste of the environment in which they hope to be employed? How do they provide pathways between educational institutions and the workplace? This paper reports on a qualitative research study about the initial professional learning experiences of individuals newly…

The Impact of Individual, Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace

ERIC Educational Resources Information Center

Renta Davids, Ana Inés; Van den Bossche, Piet; Gijbels, David; Fandos Garrido, Manel

2017-01-01

The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during…

Learning about leadership - A personal account.

PubMed

Cheang, P P

2011-01-01

A personal account of learning about leadership. This article introduces the theory of power and influence, and aimed to report especially the personal reflection, emotional intelligence and learning about oneself that occurred on the way. Reading, group discussion and active reflection. Thoughts, reflections and learning were recorded regularly. The concept of leadership, influence tactics and emotional intelligence all have implications in workplace relationship management and ultimately leadership qualities. The issues discussed serves as food for thought for others. This is a genuine and very personal learning experience.

Tides of Change: New Themes and Questions in Workplace Learning.

ERIC Educational Resources Information Center

Fenwick, Tara

2001-01-01

Current issues in workplace learning scholarship include the following: situated learning and knowledge, culture and context of workplaces, texts and discourses mediating working knowledge, identity and difference, and equity and ethics in working knowledge. (Contains 39 references.) (SK)

Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work-related spaces and environments

NASA Astrophysics Data System (ADS)

Kersh, Natasha

2015-12-01

This paper focuses on the notion of the learning space at work and discusses the extent to which its different configurations allow employees to exercise personal agency within a range of learning spaces. Although the learning space at work is already the subject of extensive research, the continuous development of the learning society and the development of new types of working spaces calls for further research to advance our knowledge and understanding of the ways that individuals exercise agency and learn in the workplace. Research findings suggest that the current perception of workplace learning is strongly related to the notion of the learning space, in which individuals and teams work, learn and develop their skills. The perception of the workplace as a site only for work-specific training is gradually changing, as workplaces are now acknowledged as sites for learning in various configurations, and as contributing to the personal development and social engagement of employees. This paper argues that personal agency is constructed in the workplace, and this process involves active interrelations between agency and three dimensions of the workplace (individual, spatial and organisational), identified through both empirical and theoretical research. The discussion is supported by data from two research projects on workplace learning in the United Kingdom. This paper thus considers how different configurations of the learning space and the boundaries between a range of work-related spaces facilitate the achievement of personal agency.

Gender-Equal Organizations as a Prerequisite for Workplace Learning

ERIC Educational Resources Information Center

Johansson, Kristina; Abrahamsson, Lena

2018-01-01

Purpose: This paper aims to explore how gendering of the learning environment acts to shape the design and outcome of workplace learning. The primary intention is to reflect on the idea of gender-equal organizations as a prerequisite for workplace learning. Design/methodology/approach: A review of literature relating to gender and workplace…

Learn to Lead: Mapping Workplace Learning of School Leaders

ERIC Educational Resources Information Center

Hulsbos, Frank Arnoud; Evers, Arnoud Theodoor; Kessels, Joseph Willem Marie

2016-01-01

In recent years policy makers' interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders' incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities…

From Teaching Assistant (TA) Training to Workplace Learning

ERIC Educational Resources Information Center

Korpan, Cynthia

2014-01-01

In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the…

Exploring informal workplace learning in primary healthcare for continuous professional development.

PubMed

Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

2017-07-01

All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

Citizen social science: a methodology to facilitate and evaluate workplace learning in continuing interprofessional education.

PubMed

Dadich, Ann

2014-05-01

Workplace learning in continuing interprofessional education (CIPE) can be difficult to facilitate and evaluate, which can create a number of challenges for this type of learning. This article presents an innovative method to foster and investigate workplace learning in CIPE - citizen social science. Citizen social science involves clinicians as co-researchers in the systematic examination of social phenomena. When facilitated by an open-source online social networking platform, clinicians can participate via computer, smartphone, or tablet in ways that suit their needs and preferences. Furthermore, as co-researchers they can help to reveal the dynamic interplay that facilitates workplace learning in CIPE. Although yet to be tested, citizen social science offers four potential benefits: it recognises and accommodates the complexity of workplace learning in CIPE; it has the capacity to both foster and evaluate the phenomena; it can be used in situ, capturing and having direct relevance to the complexity of the workplace; and by advancing both theoretical and methodological debates on CIPE, it may reveal opportunities to improve and sustain workplace learning. By describing an example situated in the youth health sector, this article demonstrates how these benefits might be realised.

Complex Problem Solving in Radiologic Technology: Understanding the Roles of Experience, Reflective Judgment, and Workplace Culture

ERIC Educational Resources Information Center

Yates, Jennifer L.

2011-01-01

The purpose of this research study was to explore the process of learning and development of problem solving skills in radiologic technologists. The researcher sought to understand the nature of difficult problems encountered in clinical practice, to identify specific learning practices leading to the development of professional expertise, and to…

Status of knowledge on student-learning environments in nursing homes: A mixed-method systematic review.

PubMed

Husebø, Anne Marie Lunde; Storm, Marianne; Våga, Bodil Bø; Rosenberg, Adriana; Akerjordet, Kristin

2018-04-01

To give an overview of empirical studies investigating nursing homes as a learning environment during nursing students' clinical practice. A supportive clinical learning environment is crucial to students' learning and for their development into reflective and capable practitioners. Nursing students' experience with clinical practice can be decisive in future workplace choices. A competent workforce is needed for the future care of older people. Opportunities for maximum learning among nursing students during clinical practice studies in nursing homes should therefore be explored. Mixed-method systematic review using PRISMA guidelines, on learning environments in nursing homes, published in English between 2005-2015. Search of CINAHL with Full Text, Academic Search Premier, MEDLINE and SocINDEX with Full Text, in combination with journal hand searches. Three hundred and thirty-six titles were identified. Twenty studies met the review inclusion criteria. Assessment of methodological quality was based on the Mixed Methods Appraisal Tool. Data were extracted and synthesised using a data analysis method for integrative reviews. Twenty articles were included. The majority of the studies showed moderately high methodological quality. Four main themes emerged from data synthesis: "Student characteristic and earlier experience"; "Nursing home ward environment"; "Quality of mentoring relationship and learning methods"; and "Students' achieved nursing competencies." Nursing home learning environments may be optimised by a well-prepared academic-clinical partnership, supervision by encouraging mentors and high-quality nursing care of older people. Positive learning experiences may increase students' professional development through achievement of basic nursing skills and competencies and motivate them to choose the nursing home as their future workplace. An optimal learning environment can be ensured by thorough preplacement preparations in academia and in nursing home wards, continuous supervision and facilitation of team learning. © 2018 John Wiley & Sons Ltd.

Using a Smartphone App and Coaching Group Sessions to Promote Residents' Reflection in the Workplace.

PubMed

Könings, Karen D; van Berlo, Jean; Koopmans, Richard; Hoogland, Henk; Spanjers, Ingrid A E; ten Haaf, Jeroen A; van der Vleuten, Cees P M; van Merriënboer, Jeroen J G

2016-03-01

Reflecting on workplace-based experiences is necessary for professional development. However, residents need support to raise their awareness of valuable moments for learning and to thoughtfully analyze those learning moments afterwards. From October to December 2012, the authors held a multidisciplinary six-week postgraduate training module focused on general competencies. Residents were randomly assigned to one of four conditions with varying degrees of reflection support; they were offered (1) a smartphone app, (2) coaching group sessions, (3) a combination of both, or (4) neither type of support. The app allowed participants to capture in real time learning moments as a text note, audio recording, picture, or video. Coaching sessions held every two weeks aimed to deepen participants' reflection on captured learning moments. Questionnaire responses and reflection data were compared between conditions to assess the effects of the app and coaching sessions on intensity and frequency of reflection. Sixty-four residents participated. App users reflected more often, captured more learning moments, and reported greater learning progress than nonapp users. Participants who attended coaching sessions were more alert to learning moments and pursued more follow-up learning activities to improve on the general competencies. Those who received both types of support were most alert to these learning moments. A simple mobile app for capturing learning moments shows promise as a tool to support workplace-based learning, especially when combined with coaching sessions. Future research should evaluate these tools on a broader scale and in conjunction with residents' and students' personal digital portfolios.

OSCE-based Clinical Skill Education for Physical and Occupational Therapists

PubMed Central

Sakurai, Hiroaki; Kanada, Yoshikiyo; Sugiura, Yoshito; Motoya, Ikuo; Wada, Yosuke; Yamada, Masayuki; Tomita, Masao; Tanabe, Shigeo; Teranishi, Toshio; Tsujimura, Toru; Sawa, Syunji; Okanishi, Tetsuo

2014-01-01

[Purpose] The aim of this study was to examine the applicability of the Objective Structured Clinical Examination (OSCE) to postgraduate education systems for novice and mid-career therapists in workplaces. [Subjects] Physical and occupational therapists with 1 to 5 years of clinical experience took the OSCE to assess their learning, with a physical or occupational therapy faculty member and a clinical supervisor as examiners. Another clinical supervisor acted as a simulated patient. [Methods] A Wilcoxon signed-rank test was performed to compare skills between before and after OSCE-based learning, and a Mann-Whitney U test was used to compare them between therapists with 1 to 2 years (novice) and 3 to 5 years (mid-career) of clinical experience. [Results] While no experience-related differences were observed in behavioral aspects, mid-career therapists exhibited markedly higher scores compared with novices in technical aspects, such as skills to guide patients for standing up, transfer, and dressing. [Conclusion] The OSCE may be sufficiently applicable to postgraduate education systems in workplaces. PMID:25276021

Active learning and leadership in an undergraduate curriculum: How effective is it for student learning and transition to practice?

PubMed

Middleton, Rebekkah

2013-03-01

Nurses are being increasingly asked to develop leadership skills in their practice and to be actively involved in continuous change processes in the workplace. Nursing students need to be developing leadership skills prior to entering the workplace to ensure they are able to meet the challenges associated with organisations and the cultures present in nursing, along with having highly tuned communication skills and leadership attributes that contribute to best patient care and outcomes. This paper looks at how the use of Active Learning in an undergraduate setting enabled the development and implementation of a leadership subject for nursing students preparing for professional practice. Through the use of a specific model of Active Learning, incorporating multiple intelligences into education allows students to bring deeper learning to their conscience so that whole person learning is an engaged experience. It seems apparent that Active Learning is an effective means of learning about leadership in undergraduate students who are developing towards a career as a health professional. Copyright © 2012 Elsevier Ltd. All rights reserved.

Transforming a sequence of microbiology courses using student profile data.

PubMed

Buxeda, R J; Moore, D A

2000-05-01

A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.

Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital.

PubMed

von Pressentin, Klaus B; Waggie, Firdouza; Conradie, Hoffie

2016-03-08

The introduction of Stellenbosch University's Longitudinal Integrated Clerkship (LIC) model as part of the undergraduate medical curriculum offers a unique and exciting training model to develop generalist doctors for the changing South African health landscape. At one of these LIC sites, the need for an improvement of the local learning experience became evident. This paper explores how to identify and implement a tailored teaching and learning intervention to improve workplace-based learning for LIC students. A participatory action research approach was used in a co-operative inquiry group (ten participants), consisting of the students, clinician educators and researchers, who met over a period of 5 months. Through a cyclical process of action and reflection this group identified a teaching intervention. The results demonstrate the gaps and challenges identified when implementing a LIC model of medical education. A structured learning programme for the final 6 weeks of the students' placement at the district hospital was designed by the co-operative inquiry group as an agreed intervention. The post-intervention group reflection highlighted a need to create a structured programme in the spirit of local collaboration and learning across disciplines. The results also enhance our understanding of both students and clinician educators' perceptions of this new model of workplace-based training. This paper provides practical strategies to enhance teaching and learning in a new educational context. These strategies illuminate three paradigm shifts: (1) from the traditional medical education approach towards a transformative learning approach advocated for the 21(st) century health professional; (2) from the teaching hospital context to the district hospital context; and (3) from block-based teaching towards a longitudinal integrated learning model. A programme based on balancing structured and tailored learning activities is recommended in order to address the local learning needs of students in the LIC model. We recommend that action learning sets should be developed at these LIC sites, where the relevant aspects of work-place based learning are negotiated.

A Performance-Oriented Approach to E-Learning in the Workplace

ERIC Educational Resources Information Center

Wang, Minhong; Ran, Weijia; Liao, Jian; Yang, Stephen J. H.

2010-01-01

Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization's quest for success. To solve this problem, we need to examine what workplace…

Exploring the Relation between Teachers' Perceptions of Workplace Conditions and Their Professional Learning Goals

ERIC Educational Resources Information Center

Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

2017-01-01

Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way…

The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

ERIC Educational Resources Information Center

Bonk, Curtis J.; Kim, Kyong-Jee; Oh, Eun Jung; Teng, Ya-Ting; Son, Su Jin

2007-01-01

This paper reports survey findings related to the present and future state of blended learning in workplace learning settings across the U.S. Surveyed in this study are 118 practitioners in corporate training or elearning in various workplace settings. The findings reveal interesting perceptions by respondents regarding the benefits of and…

A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

ERIC Educational Resources Information Center

Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

Learning to Lead the Risk-Conscious Organization: An Empirical Study of Five English Primary School Leaders

ERIC Educational Resources Information Center

Pegg, Ann Elizabeth

2010-01-01

This article explores how organizational cultures shape workplace learning for those learning to be educational leaders. The discussion is illustrated with the data from an ethnographic case study which explored the workplace learning of five school leaders. The findings suggest that workplace boundaries were constructed in response to perceptions…

The third-year medical student "grapevine": managing transitions between third-year clerkships using peer-to-peer handoffs.

PubMed

Masters, Dylan E; O'Brien, Bridget C; Chou, Calvin L

2013-10-01

As third-year medical students rotate between clerkships, they experience multiple transitions across workplace cultures and shifting learning expectations. The authors explored clerkship transitions from the students' perspective by examining the advice they passed on to their peers in preparation for new clerkships. Seventy-one students from three Veterans Affairs-based clerkship rotations at the University of California, San Francisco, School of Medicine participated in a peer-to-peer handoff session from 2008 to 2011. In the handoff session, they gave tips for optimizing performance to students starting the clerkship they had just completed. The authors transcribed student comments from four handoff sessions and used qualitative content analysis to identify and compare advice across clerkships. Students shared advice about workplace culture, content learning, logistics, and work-life balance. Common themes included expectations of the rotation, workplace norms, specific tasks, learning opportunities, and learning strategies. Comments about patient care and work-life balance were rare. Students emphasized different themes for each clerkship; for example, for some clerkships, students commented heavily on tasks and content learning, while in another students focused on workplace culture and exam preparation. These findings characterize the transitions that third-year students undergo as they rotate into new clinical training environments. Students emphasized different aspects of each clerkship in the advice they passed to their peers, and their comments often describe informal norms or opportunities that official clerkship orientations may not address. Peer-to-peer handoffs may help ease transitions between clerkships with dissimilar cultures and expectations.

Metaphors of Creativity and Workplace Learning

ERIC Educational Resources Information Center

Strand, Torill

2011-01-01

Taking a bird's-eye-view of the philosophical discourses that metaphorize creativity as "expression," "production," and "reconstruction," this article depicts their vital characteristics and distinct ways of portraying the relationships between creativity, educative experiences, and the epistemic cultures now…

The Experience of Training Pilots over the Age of 40 Transitioning to Technologically Advanced Aircraft: A Grounded Theory

ERIC Educational Resources Information Center

Kolmos, John A.

2017-01-01

Older adults face many challenges in the workplace, one being the advancement of technologies both in hardware and software development. The purpose of the study was to understand the learned experiences of older adults integrating advanced technologies into their critical decision-making work experience because of training. Literature claimed a…

Multiple Balances in Workplace Dialogue: Experiences of an Intervention in Health Care

ERIC Educational Resources Information Center

Grill, Christina; Ahlborg, Gunnar, Jr.; Wikström, Ewa; Lindgren, Eva-Carin

2015-01-01

Purpose: This paper aims to illuminate and analyse the participants' experiences of the influences of a dialogue intervention. Cooperation and coordination in health care require planning of dialogically oriented communication to prevent stress and ill health and to promote health, well-being, learning, and efficiency in the organisation.…

Providing Authentic Leadership Opportunities through Collaboratively Developed Internships: A University-School District Partnership Initiative

ERIC Educational Resources Information Center

Havard, Timothy S.; Morgan, Joyce; Patrick, Lynne

2010-01-01

Programs designed to develop future educational leaders must include practical learning experiences that connect the theoretical content of university coursework with the realities of the K-12 workplace. Internships, which offer a common method of providing these experiences, have been generally lacking in the degree to which aspiring leaders…

Workplace Learning as a Spiritual Practice

ERIC Educational Resources Information Center

Rappel, Linda

2017-01-01

This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have…

Learning for the Workplace: Nordic and Canadian Perspectives.

ERIC Educational Resources Information Center

Taylor, Gail, Ed.

This book contains 21 papers from the Nordic-Canadian Learning for the Workplace Conference, which was held in Hanasaari, Espoo, Finland in June 1995. The following papers are included: "Introduction to the Nordic-Canadian Learning for the Workplace Conference" (Olli-Pekka Heinonen); "Conference Design and Process" (Diane…

Adult Learning in the Workplace.

ERIC Educational Resources Information Center

1999

This document contains four symposium papers on adult learning in the workplace. "The Relationship between Workplace Learning and Employee Satisfaction in Small Businesses" (Robert W. Rowden, Shamsuddin Ahmad) reports the results of a study of the nature and extent of HRD, level of job satisfaction among workers, and correlation between…

Reading across Workplace Learning Research to Build Dialogue

ERIC Educational Resources Information Center

Sawchuk, Peter H.

2010-01-01

The field of workplace learning scholarship in Western countries is reviewed. First, the emergence of workplace learning scholarship is discussed historically for its relation to the emergence and ongoing development of capitalism beginning from early thought on markets and productivity, 20th century scientific management, industrialism and…

Workplace Learning: A Literature Review

ERIC Educational Resources Information Center

Vaughan, Karen

2008-01-01

As we move into being a knowledge society, the way an organisation learns can be key to its innovation and profitability. This literature review examines the nature of workplace learning, with a focus on nonprofessional occupations, including those closely associated with workplace training. It identifies the conditions that facilitate workplace…

Professional Identity and Professionals' Workplace Learning: A Theoretical Proposal

ERIC Educational Resources Information Center

Steele, Jim

2008-01-01

When organizations employ professionals it is critical to comprehend the nature of professional identity as it relates to learning in the workplace. These findings indicate ways that professional identity influences workplace learning behavior in doctors of veterinary medicine. Using grounded theory, ethnographic investigation and analysis…

Impact of Technologies on Learning in the Workplace. Final Report = L'effet des technologies d'apprentissage sur l'apprentissage a vie en milieu de travail.

ERIC Educational Resources Information Center

Dugas, Tim; Green, Lyndsay; Leckie, Norm

The use of learning technologies in the workplace and their impact on lifelong learning were examined. Data were collected from three sources: the literature on learning technologies and labor market trends affecting the adoption, implementation, and success of learning technologies in the workplace; case studies of 8 Canadian firms with 100 or…

Ecologies of Learning: Culture, Context and Outcomes of Workplace LES. Research Brief

ERIC Educational Resources Information Center

Merrifield, Juliet

2013-01-01

There is a need to connect workplace learning and essential skills to a larger domain of workplace learning in general. To do this, the contexts in which learning takes place, and the cultures of the actors and environments involved, should be taken into consideration. Although research on the direct effects of contexts and cultures on workplace…

The Impact of Organisational Structure and Practices on Learning in the Workplace

ERIC Educational Resources Information Center

Ashton, David N.

2004-01-01

The main thrust of the research effort into workplace learning has been to identify the characteristics of workplace learning as experienced by the learner. The impact of the wider organisational process in which that learning is embedded have been played down. This paper, building on the work of Koike and Darrah, uses research conducted in a…

The Impact of Workplace Learning on Job Satisfaction in Small US Commercial Banks

ERIC Educational Resources Information Center

Rowden, Robert W.; Conine, Clyde T., Jr.

2005-01-01

Purpose: This study aims to examine workplace learning and job satisfaction in small, commercial US banks. Design/methodology/approach: Survey data collection with correlational procedure. Findings: The study found a statistically significant relationship between the workplace learning variables and the job satisfaction variables. Research…

Integrating School and Workplace Learning in Canada: Principles and Practices of Alternation Education and Training.

ERIC Educational Resources Information Center

Schuetze, Hans G., Ed.; Sweet, Robert, Ed.

This volume discusses "alternation," various combinations of classroom (organized, theoretical) knowledge and workplace (practical) learning in Canada intended to adequately prepare secondary and postsecondary graduates for work in the new economy. Following an introduction, "Integrating School and Workplace Learning in Canada: An…

Spirituality: The Bridge between Engagement and Resistance in The Workplace

ERIC Educational Resources Information Center

Lawton, Dianne Ford

2017-01-01

This theoretical article explores the role spirituality plays in engagement and resistance in the workplace. These qualities exist at the opposite ends of the continuum in adult education in the workplace: engagement in learning and resistance to adult learning. By employing Mezirow's learning framework, the researcher illustrates how spirituality…

Self-Directed Workplace Literacy Distance Learning for Developmental Disabilities Workers. Final Report.

ERIC Educational Resources Information Center

Denny, Verna Haskins

The Self-Directed Workplace Literacy Distance Learning Project demonstrated a model workplace literacy program that helped direct care workers in state-operated developmental disabilities facilities improve their literacy skills for a changing workplace. During the project, 268 New York State Office of Mental Retardation and Developmental…

Evaluating the Development of Science Research Skills in Work-Integrated Learning through the Use of Workplace Science Tools

ERIC Educational Resources Information Center

McCurdy, Susan M.; Zegwaard, Karsten E.; Dalgety, Jacinta

2013-01-01

Concept understanding, the development of analytical skills and a research mind set are explored through the use of academic tools common in a tertiary science education and relevant work-integrated learning (WIL) experiences. The use and development of the tools; laboratory book, technical report, and literature review are examined by way of…

Workplace Learning in the New Zealand Apple Industry Network: A New Co-Design Method for Government "Practice Making"

ERIC Educational Resources Information Center

Hill, Roberta; Capper, Phillip; Wilson, Ken; Whatman, Richard; Wong, Karen

2007-01-01

Purpose: The purpose of this paper is to describe how, from 2004-2006, a New Zealand research team experimented with the "change laboratory" learning process to create a new method of government policy development and implementation, referred to as "practice-making". The apple industry in Hawke's Bay was chosen because of the…

Exploring deliberate practice in medicine: how do physicians learn in the workplace?

PubMed

van de Wiel, Margje W J; Van den Bossche, Piet; Janssen, Sandra; Jossberger, Helen

2011-03-01

Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians' learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians engage in during their work that might further their professional development. As deliberate practice requires a focused effort to improve performance, the study also examined the goals underlying this behaviour. Semi-structured interviews were conducted with 50 internal medicine physicians: 19 residents, 18 internists working at a university hospital, and 13 working at a non-university hospital. The results showed that learning in medical practice was very much embedded in clinical work. Most relevant learning activities were directly related to patient care rather than motivated by competence improvement goals. Advice and feedback were sought when necessary to provide this care. Performance standards were tied to patients' conditions. The patients encountered and the discussions with colleagues about patients were valued most for professional development, while teaching and updating activities were also valued in this respect. In conclusion, physicians' learning is largely guided by practical experience rather than deliberately sought. When professionals interact in diagnosing and treating patients to achieve high-quality care, their experiences contribute to expertise development. However, much could be gained from managing learning opportunities more explicitly. We offer suggestions for increasing the focus on learning in medical practice and further research.

The Effect of the Attitude towards E-learning: The Employees' Intention to Use E-Learning in the Workplace

ERIC Educational Resources Information Center

Yoo, Sun Joo; Han, Seung-Hyun

2013-01-01

The purpose of this study is to examine employees' acceptance levels towards e-learning in the workplace. By using "The Unified Theory of Acceptance and Use of Technology" (UTAUT), our model captured the effect of factors influencing employees' intention to use e-learning in the workplace. Data was collected from 261 employees in a food…

Peer learning partnerships: exploring the experience of pre-registration nursing students.

PubMed

Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning partnerships can enhance the student experience in the practice setting and can help maximise opportunities for learning and support. This suggests that peer assisted learning is a legitimate area for innovation and further research.

Design, Demand, Development, and Desire: A Symposium on the Discourses of Workplace Learning. Innovative Session.

ERIC Educational Resources Information Center

Dirkx, John M.; Swanson, Richard A.; Watkins, Karen E.; Cseh, Maria

Our understanding of workplace learning is shaped by four dominant discourses that may be labeled the discourses of design, demand, development and desire. Within these different discourses, understanding of workplace learning is shaped and bounded by particular assumptions about the "self in context," which includes the organizational…

The Relevance of Workplace Learning in Guiding Student and Curriculum Development

ERIC Educational Resources Information Center

Nduna, N. J.

2012-01-01

In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology.…

Workplace Learning and Higher Education in Finland: Reflections on Current Practice

ERIC Educational Resources Information Center

Virolainen, Maarit

2007-01-01

Purpose: The purpose of this article is to describe the organization of workplace learning in Finnish polytechnics, the models that have been developed for this purpose, and the challenges presented. Design/methodology/approach: First, the models for embedding workplace learning in the curriculum are described and analysed. Second, the conflicting…

Learning about Workplace Learning and Expertise from Jack: A Discourse Analytic Study

ERIC Educational Resources Information Center

Lee, Yew-Jin; Roth, Wolff-Michael

2006-01-01

Purpose: The purpose of this paper is to highlight some methodological problems concerning the neglect of participants' voices by workplace ethnographers and neglect of the highly interactional and co-constructive nature of research interviewing. The study aims to use discourse analysis, to show the phenomena of workplace learning and expertise to…

Learning in the Workplace. Quarterly News. Volume 1, Nos. 1-4.

ERIC Educational Resources Information Center

Learning in the Workplace, 1990

1990-01-01

This document contains the first four issues of a quarterly publication on workplace literacy and learning in the workplace. The September 1989 issues feature the following articles or excerpts: "Workplace Literacy--Initiatives for Growth in the 90s"; "Yes! There Is a Cure for the Babblespeak Blues" (Nore); "Review: The…

Co-op students' access to shared knowledge in science-rich workplaces

NASA Astrophysics Data System (ADS)

Munby, Hugh; Taylor, Jennifer; Chin, Peter; Hutchinson, Nancy L.

2007-01-01

Wenger's (1998) concepts community of practice, brokering, and transfer explain the challenges co-operative (co-op) education students face in relating the knowledge learned in school with what they learn while participating as members of a workplace. The research for this paper is set within the contexts of the knowledge economy and increased collaboration in the workplace. The paper draws on several qualitative studies of work-based education to examine the similarities and differences between learning in the workplace and learning in school, with a focus on science education and science-rich workplaces. Barriers to connecting school knowledge and workplace knowledge include the nature of science (its purpose, accountability, and substance), the structure of knowledge in each setting, the form content knowledge takes, the sequence that the curriculum is presented in, and the gatekeeping that occurs when knowledge is accessed. The paper addresses implications for interventions in school and the workplace, with attention to the transition from school to work, and concludes by pointing to profound obstacles to connecting school knowledge with workplace knowledge.

Learning Responsibility: The Importance of the Home, School and Workplace. Ideas for Action in Education and Work, Issue 6.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

The findings of a research project undertaken by the Northwest Regional Educational Laboratory (NWREL) on student responsibility as it relates to job performance are reported. Forty high school students, 15 teachers, and 18 employers involved in Cooperative Work Experience and Experience-Based Career Education programs were interviewed. The…

Experiences of Educational Content in Swedish Technical Vocational Education: Examples from the Energy and Industry Programmes

ERIC Educational Resources Information Center

Kilbrink, Nina; Bjurulf, Veronica; Olin-Scheller, Christina; Tengberg, Michael

2014-01-01

In this study, teachers and workplace supervisors in two vocational programmes at a Swedish upper secondary school were interviewed about their experiences of what is important to teach and learn during vocational education. The interviews were analysed thematically by the qualitative method analysis of narratives concerning what the informants…

Influencing Variables and Moderators of Transfer of Learning to the Workplace within the Area of Staff Development in Higher Education: Research Review

ERIC Educational Resources Information Center

De Rijdt, Catherine; Stes, Ann; van der Vleuten, Cees; Dochy, Filip

2013-01-01

The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff…

Smart Learning Adoption in Employees and HRD Managers

ERIC Educational Resources Information Center

Lee, Junghwan; Zo, Hangjung; Lee, Hwansoo

2014-01-01

The innovation of online technologies and the rapid diffusion of smart devices are changing workplace learning environment. Smart learning, as emerging learning paradigm, enables employees' learning to take place anywhere and anytime. Workplace learning studies, however, have focused on traditional e-learning environment, and they have failed…

The Effects of Organizational Learning Environment Factors on E-Learning Acceptance

ERIC Educational Resources Information Center

Cheng, Bo; Wang, Minhong; Moormann, Jurgen; Olaniran, Bolanle A.; Chen, Nian-Shing

2012-01-01

Workplace learning is an important means of employees' continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees' characteristics, technological attributes, and training…

Learning as Peripheral Participation in Communities of Practice: A Reassessment of Key Concepts in Workplace Learning

ERIC Educational Resources Information Center

Fuller, Alison; Hodkinson, Heather; Hodkinson, Phil; Unwin, Lorna

2005-01-01

This article explores the strengths and weaknesses of Lave and Wenger's concept of "legitimate peripheral participation" as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent…

Workplace Factors Which Enhance Self-Directed Learning. A Report of a Project on Self-Directed Learning in the Workplace.

ERIC Educational Resources Information Center

Baskett, H. K. Morris

A study to explore organizational conditions that facilitate workplace learning involved 35 resource development consultants in Calgary, Alberta, Canada and line staff from 22 organizations in a 9-hour participatory research workshop using Appreciative Inquiry--a technology emphasizing the positive or "life-giving" forces which…

Organisation of workplace learning: a case study of paediatric residents' and consultants' beliefs and practices.

PubMed

Skipper, Mads; Nøhr, Susanne Backman; Jacobsen, Tine Klitgaard; Musaeus, Peter

2016-08-01

Several studies have examined how doctors learn in the workplace, but research is needed linking workplace learning with the organisation of doctors' daily work. This study examined residents' and consultants' attitudes and beliefs regarding workplace learning and contextual and organisational factors influencing the organisation and planning of medical specialist training. An explorative case study in three paediatric departments in Denmark including 9 days of field observations and focus group interviews with 9 consultants responsible for medical education and 16 residents. The study aimed to identify factors in work organisation facilitating and hindering residents' learning. Data were coded through an iterative process guided by thematic analysis. Findings illustrate three main themes: (1) Learning beliefs about patient care and apprenticeship learning as inseparable in medical practice. Beliefs about training and patient care expressed in terms of training versus production caused a potential conflict. (2) Learning context. Continuity over time in tasks and care for patients is important, but continuity is challenged by the organisation of daily work routines. (3) Organisational culture and regulations were found to be encouraging as well inhibiting to a successful organisation of the work in regards to learning. Our findings stress the importance of consultants' and residents' beliefs about workplace learning as these agents handle the potential conflict between patient care and training of health professionals. The structuring of daily work tasks is a key factor in workplace learning as is an understanding of underlying relations and organisational culture in the clinical departments.

From Community to Community of Practice: Exploring the Connection of Online Learners to Informal Learning in the Workplace

ERIC Educational Resources Information Center

Conrad, Dianne L.

2008-01-01

The study that informs this article investigated how online learners' participation in and perception of their sense of learning community contributed to or affected their relationship to their workplace environment and their workplace colleagues. The findings support contentions that, in the workplace, the work itself constitutes the most…

Integrating E-Learning into the Workplace.

ERIC Educational Resources Information Center

Harun, Mohd Hishamuddin

2001-01-01

Discussion of electronic learning and knowledge management in the workplace focuses on learning and training in the medical and health care setting in Malaysia. Highlights include learning and the knowledge economy; just-in-time continuing medical education; distance education; and modular distance learning. (Author/LRW)

Physiotherapists' perceptions of workplace competency: a mixed-methods observational study.

PubMed

Sturt, Rodney; Burge, Angela T; Harding, Paula; Sayer, James

2017-06-22

Objectives Workplace-based competency is increasingly considered fundamental to patient safety and quality healthcare. The aim of the present study was to identify and describe physiotherapists' perceptions of workplace competency. Methods The present study was a mixed-methods cross-sectional observational study. Thematic and descriptive analysis of qualitative and survey data were undertaken. Forty-six physiotherapists employed at a metropolitan acute public hospital participated in interviews or focus groups; a subgroup of 31 participants also completed an online survey. Results Five main themes were identified: (1) despite the availability of workplace learning opportunities and supports, less-experienced staff reported limited confidence; (2) assessment and feedback around workplace competency was limited, predominantly informal and unstructured, with less than half of the cohort (42%) agreeing feedback received was useful for improving their workplace skills; (3) practicing within individual scope is an important aspect of workplace competency as a physiotherapist; (4) most (81%) agreed it was important for them to self-determine their learning and development goals, and they relied primarily on informal discussion to achieve these goals; and, (5) physiotherapists felt motivated regarding workplace learning, with 97% interested in developing their workplace skills however, nearly half (45%) did not feel they had sufficient time to do so. Conclusions The perceptions of physiotherapists working in a metropolitan acute public hospital are reflected in five themes. These themes elucidate how workplace competency is supported, maintained and developed among physiotherapists in this setting. These themes also highlight key challenges of workplace learning faced by this cohort of physiotherapists and allude to methods that may assist with improving feedback mechanisms and knowledge acquisition. What is known about this topic? Studies investigating employee perceptions around workplace competency, knowledge, skills and learning are found across a range of industries. Workplace-based competency is increasingly considered fundamental to patient safety and quality health care. There is little known about physiotherapists' perceptions of workplace competency. What does this paper add? This study has identified and described themes around physiotherapists' perceptions of their workplace knowledge and skills. What are the implications for practitioners? The themes identified provide support for the development, implementation and evaluation of a workplace-based competency framework for physiotherapists.

Evaluation of the Clinical Learning Experience of Nursing Students: a Cross-Sectional Descriptive Study.

PubMed

Gurková, Elena; Žiaková, Katarína

2018-05-18

The purpose of the cross-sectional descriptive study was to explore and compare the students' experiences of the clinical environment and supervision in Slovakia. Students' clinical learning experience were measured by the valid and reliable clinical learning instrument. A higher frequency of successful supervisory experience was found in the universities which provided accredited mentor preparation programmes or courses and individualised supervisory approaches. Frequency of supervision meetings, the occupational title of a supervisor and mainly the supervision model have an association with students 'perceptions of different domains of clinical learning environment. The duration of the placement was not related to students' experience and perceptions of the learning environment. Slovak students reported higher score regarding the quality of nursing care or ward culture than in the supervisory relationships between students, clinical and school staff. Further studies in this field, extended to different Eastern European countries and clinical settings, may help us to understand factors affecting workplace training.

Working To Learn: Transforming Learning in the Workplace.

ERIC Educational Resources Information Center

Evans, Karen, Ed.; Hodkinson, Phil, Ed.; Unwin, Lorna, Ed.

This book contains 13 papers on transformations in the nature of work that affect the learning and skill requirements of jobs and individuals and ways those requirements can be met. The following papers are included: "The Significance of Workplace Learning for a 'Learning Society'" (Karen Evans, Helen Rainbird); "Learning Careers:…

The Workplace as Learning Environment in Early Childhood Teacher Education: An Investigation of Work-Based Education

ERIC Educational Resources Information Center

Kaarby, Karen Marie Eid; Lindboe, Inger Marie

2016-01-01

The article focuses on the workplace as a learning environment in work-based early childhood teacher education in Norway. The main question is: Which understandings of the workplace as a learning environment are to be found in regulations and policy documents, among students and among staff managers? Taking as the point of departure, a theoretical…

Will Increasing Academic Recognition of Workplace Learning in the UK Reinforce Existing Gender Divisions in the Labour Market?

ERIC Educational Resources Information Center

Walsh, Anita

2006-01-01

In the United Kingdom there has been a considerable increase in the academic recognition of workplace learning, and a number of new awards drawing on workplace learning have been introduced. These include apprenticeships and Advanced Apprenticeships, both of which contain National Vocational Qualifications, and the Foundation Degree. In addition,…

Empirical Validation of the Importance of Employees' Learning Motivation for Workplace E-Learning in Taiwanese Organisations

ERIC Educational Resources Information Center

Chen, Hsiu-Ju; Kao, Chia-Hung

2012-01-01

E-learning systems, adopted by organisations for employee training to enhance employees' performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and…

Combating Workplace Ageism.

ERIC Educational Resources Information Center

Reio, Thomas G., Jr.; Sanders-Reio, Joanne

1999-01-01

Age discrimination in the workplace is widespread and often based on stereotypes. Research has demonstrated that older workers learn and perform well. Adult educators should eliminate ways in which educational practices perpetuate ageism, raise awareness of it in the workplace, and help older workers continue learning. (SK)

Guided Learning at Work.

ERIC Educational Resources Information Center

Billett, Stephen

2000-01-01

Guided learning (questioning, diagrams/analogies, modeling, coaching) was studied through critical incident interviews in five workplaces. Participation in everyday work activities was the most effective contributor to workplace learning. Organizational readiness and the efficacy of guided learning in resolving novel tasks were also important. (SK)

Experiential learning: transforming theory into practice.

PubMed

Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

2012-01-01

Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

Students' Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

ERIC Educational Resources Information Center

Schaap, Harmen; Baartman, Liesbeth; de Bruijn, Elly

2012-01-01

Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational…

Moving Beyond the Training Room: Fostering Workplace Learning through Online Journaling

ERIC Educational Resources Information Center

Cyboran, Vincent L.

2005-01-01

A variety of instructional methods have been shown to be effective in fostering employee learning in workplace training. These include problem-based learning, cooperative learning, and situated learning. Despite their success, however, there are at least two important reasons to actively foster learning beyond the training room: The transfer of…

Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

ERIC Educational Resources Information Center

Cseh, Maria; Manikoth, Nisha N.

2011-01-01

As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

An effective CPR home learning system. A program evaluation.

PubMed

Starr, L M

1998-06-01

1. Program evaluation using a self instruction CPR home learning system indicated that people could learn CPR without attending a formal class. Reported training time for adult CPR averaged 1 hour, and ease of understanding was rated 4.9 on a 5 point scale. 2. Use of a home learning system can benefit a workplace by reducing reliance on a CPR instructor, reducing total training time, and exposing families and others in the community to the learning experience. 3. This program evaluation suggests that this training methodology supports the mission of AHA, and also can meet corporate objectives.

The Sociocultural Contexts of Learning in the Workplace.

ERIC Educational Resources Information Center

Bierema, Laura L.

2002-01-01

Outlines demographic dimensions of the work force: aging, gender, race, sexual orientation, immigration, language, religion. Suggests a workplace pedagogy that is sensitive to sociocultural context and includes the concept of workplace learning as a lifelong process, socioculturally sensitive policies, equal opportunity development, and diversity…

Examining Informal Learning in Commercial Airline Pilots' Communities of Practice

ERIC Educational Resources Information Center

Corns, Kevin M.

2014-01-01

A pragmatic sequential mixed methods research methodology was used to examine commercial airline pilots' (N =156) types and frequencies of informal learning activities, perceptions of workplace informal learning, and opinions on how organizations should support workplace informal learning outside of the formal learning environment. This study…

Factors that Influence Informal Learning in the Workplace

ERIC Educational Resources Information Center

Berg, Shelley A.; Chyung, Seung Youn

2008-01-01

Purpose: The purpose of this research is to investigate factors that influence informal learning in the workplace and the types of informal learning activities people engage in at work. More specifically, the research examined: the relationship between informal learning engagement and the presence of learning organization characteristics; and…

Canadian Accountants: Examining Workplace Learning

ERIC Educational Resources Information Center

Hicks, Elizabeth; Bagg, Robert; Doyle, Wendy; Young, Jeffrey D.

2007-01-01

Purpose: This paper seeks to examine workplace learning strategies, learning facilitators and learning barriers of public accountants in Canada across three professional levels--trainees, managers, and partners. Design/methodology/approach: Volunteer participants from public accounting firms in Nova Scotia and New Brunswick completed a demographic…

Surgical training and the European Working Time Directive: The role of informal workplace learning.

PubMed

Giles, James A

2010-01-01

The introduction of European Working Time Directive, limiting doctors' working hours to 48 per week, has caused recent controversy within the profession. The Royal College of Surgeons of England in particular has been one of the loudest critics of the legislation. One of the main concerns is regarding the negative impact on training hours for those embarking on surgical careers. Simulation technology has been suggested as a method to overcome this reduction in hospital training hours, and research suggests that this is a good substitute for operative training in a theatre. However, modern educational theory emphasises the power of informal workplace learning in postgraduate education, and the essential role of experience in training future surgeons. Copyright 2010 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

Using a critical reflection process to create an effective learning community in the workplace.

PubMed

Walker, Rachel; Cooke, Marie; Henderson, Amanda; Creedy, Debra K

2013-05-01

Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

Making Work and Learning More Visible by Reflective Practice

ERIC Educational Resources Information Center

Tikkamäki, Kati; Hilden, Sanna

2014-01-01

Several characteristics are necessary to have a flourishing workplace: one is organisational learning. Modern workplaces call for individual responsibility, ability, and willingness to share expertise, as well as continuous learning. However, critical elements of the process of organisational learning -- participating, knowing, cooperating and…

Personal Learning Environments in the Workplace: An Exploratory Study into the Key Business Decision Factors

ERIC Educational Resources Information Center

Chatterjee, Arunangsu; Law, Effie Lai-Chong; Mikroyannidis, Alexander; Owen, Glyn; Velasco, Karen

2013-01-01

Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain…

Telecommuting and Learning Style Preference: An Examination of Learning Transfer in the Workplace

ERIC Educational Resources Information Center

Schulz, Lisa C.

2010-01-01

Telecommuting learning style preferences were examined in an effort to determine the impact of learning transfer and if employees could benefit from blended training methodologies (i.e., online, face-to-face). Learning style preferences were examined in an effort to promote learning transfer and retention in the workplace. Employees in higher…

Washtenaw Technical Middle College--High School for the High Tech.

ERIC Educational Resources Information Center

Vandenberg, Victoria

1996-01-01

An alternative high school, called a technical middle college, focuses on preparing students for technical careers; it is articulated with Washtenaw Community College. The curriculum integrates applied academics, especially math and science, with work-based learning, giving students technical knowledge and workplace experience. (Author/JOW)

The Essential Elements of Facilitation.

ERIC Educational Resources Information Center

Priest, Simon; Gass, Michael; Gillis, Lee

Most organizations find it difficult to implement change, and only about 10 percent of learning from training and development experiences is actually applied in the workplace. This book advocates facilitation as a means of enhancing change and increasing productivity. Facilitation engages employees by enhancing the processes associated with their…

Best Practices in School-to-Careers: The Manufacturing Industry.

ERIC Educational Resources Information Center

Manufacturing Industries Careers Alliance, Washington, DC.

This booklet, which is part of a series demonstrating the scope of employer involvement in school-to-careers, highlights the efforts of six manufacturing employers and three "intermediary" organizations connecting workplace experiences to classroom learning for secondary education students. The introduction presents a series overview and…

Best Practices in School-to-Careers: The Hospitality Industry.

ERIC Educational Resources Information Center

Hospitality Business Alliance, Chicago, IL.

This booklet highlights the efforts of four hospitality employers and one "intermediary" organization connecting workplace experiences to classroom learning for secondary school students. The introduction presents a series overview and lists the names, locations, and featured practice of the employers and organizations. The next sections…

The Present and Future State of Blended Learning in Workplace Learning Settings in the United States

ERIC Educational Resources Information Center

Kim, Kyong-Jee; Bonk, Curtis J.; Oh, Eunjung

2008-01-01

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended…

Learning Conditions for Non-Formal and Informal Workplace Learning

ERIC Educational Resources Information Center

Kyndt, Eva; Dochy, Filip; Nijs, Hanne

2009-01-01

Purpose: The purpose of this research paper is to investigate the presence of learning conditions for non-formal and informal workplace learning in relation to the characteristics of the employee and the organisation he or she works for. Design/methodology/approach: The questionnaire developed by Clauwaert and Van Bree on learning conditions was…

Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment

ERIC Educational Resources Information Center

Siadaty, Melody; Gasevic, Dragan; Jovanovic, Jelena; Pata, Kai; Milikic, Nikola; Holocher-Ertl, Teresa; Jeremic, Zoran; Ali, Liaqat; Giljanovic, Aleksandar; Hatala, Marek

2012-01-01

Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a…

Workplace, Organizational, and Societal: Three Domains of Learning for 21st-Century Cities

ERIC Educational Resources Information Center

Yorks, Lyle; Barto, Jody

2015-01-01

Interconnections between workplace and organizational learning can highlight the ongoing changes taking place that prestage the need for learning cities and regions. The diverse institutions that comprise cities and regions can function as organizational learning mechanisms in the 21st century. Learning cities themselves can also be conceptualized…

Examining Beginning Teachers' Perceptions of Workplace Support

ERIC Educational Resources Information Center

Fox, Alison; Deaney, Rosemary; Wilson, Elaine

2010-01-01

Purpose: This paper, taking a participatory perspective of learning, seeks to look at the interaction between individuals and their workplace, focusing on the perceptions of workplaces and self by beginning teachers in terms of support for their learning. Design/methodology/approach: The study presents an analysis of 37 interviews from 17…

Intervention as Workplace Learning

ERIC Educational Resources Information Center

Elkjaer, Bente; Nickelsen, Niels Christian Mossfeldt

2016-01-01

Purpose: The purpose of this paper is to illustrate how workplace interventions may benefit from a simultaneous focus on individuals' learning and knowledge and on the situatedness of workplaces in the wider world of changing professional knowledge regimes. This is illustrated by the demand for evidence-based practice in health care.…

Combating Learning

ERIC Educational Resources Information Center

Jarvensivu, Anu; Koski, Pasi

2012-01-01

Purpose: The purpose of this paper is to look at workplace learning through research into sociology of work. It explores the "learning discourse" at work place level looking for possibilities to oppose learning. Design/methodology/approach: This paper is based on case studies conducted at six workplaces. The data on the cases include…

Mobile learning devices in the workplace: 'as much a part of the junior doctors' kit as a stethoscope'?

PubMed

Dimond, Rebecca; Bullock, Alison; Lovatt, Joseph; Stacey, Mark

2016-08-17

Smartphones are ubiquitous and commonly used as a learning and information resource. They have potential to revolutionize medical education and medical practice. The iDoc project provides a medical textbook smartphone app to newly-qualified doctors working in Wales. The project was designed to assist doctors in their transition from medical school to workplace, a period associated with high levels of cognitive demand and stress. Newly qualified doctors submitted case reports (n = 293) which detail specific instances of how the textbook app was used. Case reports were submitted via a structured online form (using Bristol Online Surveys - BOS) which gave participants headings to elicit a description of: the setting/context; the problem/issue addressed; what happened; any obstacles involved; and their reflections on the event. Case reports were categorised by the purpose of use, and by elements of the quality improvement framework (IoM 2001). They were then analysed thematically to identify challenges of use. Analysis of the case reports revealed how smartphones are a viable tool to address clinical questions and support mobile learning. They contribute to novice doctors' provision of safe, effective, timely, efficient and patient-centred care. The case reports also revealed considerable challenges for doctors using mobile technology within the workplace. Participants reported concern that using a mobile phone in front of patients and staff might appear unprofessional. Mobile phones blur boundaries between the public and private, and the personal and professional. In contrast to using a mobile as a communication device, using a smartphone as an information resource in the workplace requires different rituals. Uncertain etiquette of mobile use may reduce the capacity of smartphone technology to improve the learning experience of newly qualified doctors.

Straddling care and education: Developing interprofessional collaboration through a hotspotting service learning project.

PubMed

Jones, Anne C; Li, Trudy; Zomorodi, Meg; Broadhurst, Rob; Weil, Amy B

2018-06-01

Interprofessional (IP) team work has been shown to decrease burnout and improve care and decrease costs. However, institutional barriers have challenged adoption in practice and education. Faculty and students are turning to IP service-learning projects to help students gain experience and provide needed services. This paper highlights a "hotspotting" program where students from different health professions work collaboratively to improve high utilizing patients' health. Benefits, challenges and preliminary results including cost savings and student efficacy are shared. Institutions should surmount barriers that make hotspotting service-learning challenging as IP team-based experiences prepare students for the workplace and can help mitigate burnout. Copyright © 2018 Elsevier Inc. All rights reserved.

Influence of the workplace on learning physical examination skills

PubMed Central

2014-01-01

Background Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. Methods Six focus group sessions with 32 students in Internal Medicine rotation (4–9 students per group; sessions 80–90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding. Results Students report to learn the systematics of the physical examination, gain agility and become able to recognise pathological signs. The learning process combines working alongside others and working independently with increasing responsibility for patient care. Helpful behaviour includes making findings explicit through patient files or during observation, feedback by abnormal findings and taking initiative. Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment. Conclusion Although individual student experiences vary greatly between different hospitals, it seems that proactivity and participation are central drivers for learning. These results can improve the quality of existing programmes and help design new ways to learn physical examination skills. PMID:24678562

Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

PubMed

Swanwick, Tim

2005-08-01

Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

Adult Learning in Health and Safety: Some Issues and Approaches.

ERIC Educational Resources Information Center

O Fathaigh, Mairtin

This document, which was developed for presentation at a seminar on adult learning and safety, examines approaches to occupational safety and health (OSH) learning/training in the workplace. Section 1 examines selected factors affecting adults' learning in workplace OSH programs. The principal dimensions along which individual adult learners will…

Classroom Strategies That Facilitate Transfer of Learning to the Workplace.

ERIC Educational Resources Information Center

Gardner, Brenda S.; Korth, Sharon J.

1997-01-01

Describes a master's program in human resource development that uses experiential learning, transfer of learning, and team learning theories to maximize students' transfer of their formal training to the workplace. Activities include individual and group analysis papers and a team project. Students have found the group and experiential practice…

Older Workers' Workplace Learning in Manufacturing Industries: Subjectivity

ERIC Educational Resources Information Center

Migliore, Maria-Cristina Giovanna

2015-01-01

Purpose: The purpose of this paper is to draw attention to older workers (OWs)' subjective engagement in working and learning in the manufacturing industry. Workplace learning (WPL) literature rarely considers the subjective side of learning from a cultural historical activity theory (CHAT) account. Design/methodology/approach: The paper adopts a…

Optimizing a Workplace Learning Pattern: A Case Study from Aviation

ERIC Educational Resources Information Center

Mavin, Timothy John; Roth, Wolff-Michael

2015-01-01

Purpose: This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern. Design/methodology/approach: Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes…

Working Smart Workbook. An Interactive Learning Experience.

ERIC Educational Resources Information Center

Los Angeles Unified School District, CA. Div. of Adult and Occupational Education.

This workbook accompanies an interactive videodisc used in the Working Smart workplace literacy project prepared for the hotel and food services industry in the Los Angeles, California area. The first instructional unit addresses preparing the work area, including stocking supplies and cleaning the work area. The second instructional unit covers…

Best Practices in School-to-Careers: The Utilities Industry.

ERIC Educational Resources Information Center

National Employer Leadership Council, Washington, DC.

This document highlights the school-to-careers (STC) partnerships connecting workplace experiences to classroom learning to prepare students for successful employment in the utilities industry. First, the current state of the utilities industry and careers in the utilities industry are reviewed. Next, the following organizations and employers are…

Phenomenological Insight on Being Hindered from Fulfilling One's Primary Responsibility to Educate Students

ERIC Educational Resources Information Center

Collingridge, Dave S.

2008-01-01

The research literature suggests that a major challenge facing teachers today is being thwarted from fulfilling their primary responsibility to help students learn. Teachers who continually encounter circumstances that hinder their efforts to educate students are likely to experience workplace frustration and stress. Following the…

Best Practices in School-to-Careers: The Home Building Industry.

ERIC Educational Resources Information Center

National Employer Leadership Council, Washington, DC.

This document highlights the school-to-careers (STC) partnerships connecting workplace experiences to classroom learning to prepare students for successful employment in the home building industry. First, the current state of the home building industry is reviewed. Next, the following organizations and employers are profiled: (1) the National…

Best Practices in School-to-Careers: The Automotive Industry.

ERIC Educational Resources Information Center

National Employer Leadership Council, Washington, DC.

This document highlights the school-to-careers (STC) partnerships connecting workplace experiences to classroom learning to prepare students for successful employment in the automotive industry. First, the current state of the automotive industry is reviewed and the role of STC in addressing automotive service needs is explained. Next, the…

Best Practices in School-to-Careers: The Retail Industry.

ERIC Educational Resources Information Center

National Retail Federation, Washington, DC.

This booklet, which is part of a series demonstrating the scope of employer involvement in school-to-careers, highlights the efforts of three retail employers and two "intermediary" organizations connecting workplace experiences to classroom learning for secondary education students. The introduction presents a series overview and lists…

Rethinking What We Do and How We Do It: Systems Thinking Strategies for Library Leadership

ERIC Educational Resources Information Center

Somerville, Mary M.; Schader, Barbara; Huston, Malia E.

2005-01-01

Library leaders promote reconsideration of organisational purposes, processes, and relationships at California Polytechnic State University in San Luis Obispo, California, USA. Systems thinking, fortified by information literacy, informs workplace changes that provide learning experiences transferable to better alignment of library outcomes with…

Real-World Learning of Public Affairs and Environmental Journalism: Two Models

ERIC Educational Resources Information Center

Freedman, Eric; Poulson, David

2015-01-01

Traditionally, journalism majors gain professional experience before graduation through internships, part-time or summer jobs, and campus media. Those avenues are often insufficient to adequately prepare them for the professional workplace and professional standards. This essay explores two of a journalism school's practice-based programs that…

Developing a Postgraduate Work-Based Curriculum Using an Intervention Mapping Approach

ERIC Educational Resources Information Center

Stewart, Victoria; Campbell, Matthew; Wheeler, Amanda J.

2016-01-01

Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for…

What Corporate Training Professionals Think About e-Learning: Practitioners' Views on the Potential of e-Learning in the Workplace

ERIC Educational Resources Information Center

Rossett, Allison; Marshall, James

2010-01-01

An exploratory study of 954 mostly veteran workplace learning professionals sought to determine why respondents adopt e-learning. The results indicated that they see e-learning was most valuable for delivering instruction governing familiar company tasks, such as providing information about products, fulfilling compliance requirements, and…

Talking up Learning at Work: Cautionary Tales in Co-Opting Everyday Learning

ERIC Educational Resources Information Center

Boud, David; Rooney, Donna; Solomon, Nicky

2009-01-01

Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It…

A Mobile Informal Learning Solution for Workplace Learners

ERIC Educational Resources Information Center

Gu, Jia

2014-01-01

This paper reports on the development of the "MobLearn@Work" App, which emerged from a study of informal learning among five employees at different companies in China. The purpose of the study was to develop a strategy for the design of mobile learning support tools that would enhance informal learning in the workplace. The App was…

Workplace Learning Curriculum Guides. Volume V: Functional Skills.

ERIC Educational Resources Information Center

Colorado Community Coll. and Occupational Education System, Denver.

This volume, one of a series of eight curriculum guides compiled by the Colorado Workplace Learning Initiative: 1991-92, includes five courses on functional skills for a workplace literacy curriculum. Introductory materials include a table of contents, a list of the curriculum topics covered in each guide, and a section called "Hello…

Zones of Intervention: Teaching and Learning at All Places and at All Times

ERIC Educational Resources Information Center

Taylor, Jonathan E.; McKissac, Jonathan C.

2014-01-01

This article identifies four distinct zones in which workplace problems can be addressed through education and training. These zones enable educators to address workplace learning more widely and broadly. Very often, problems arising in the workplace are dealt with through training in the classroom, but other options exist. The theoretical…

Significant Workplace Change: Perspectives of Survivors

ERIC Educational Resources Information Center

Kohut, Ann Marie

2010-01-01

The ever-increasing pace of workplace change is well documented in the literature, yet little is known about how an individual adapts to significant change in the workplace. Continuous learning is key to successful adaptation; however, are employees' adaptation to change influenced by their approaches to learning? The purpose of this study was to…

Reconciling Learning, Human Resource Development and Well-Being in the Workplace

ERIC Educational Resources Information Center

Tikkanen, Tarja

2005-01-01

Building on a broad concept of workplace wellbeing, this paper suggests a cohesive framework for the research and practice of workplace learning and development of human resources and proposes that synergies between these fields should be better acknowledged. There are three major concerns behind the proposition: a taken-for-granted approach to…

The experiences of women engineers who have completed one to five years of professional engineering employment: A phenomenological study

NASA Astrophysics Data System (ADS)

White, Susan M.

Women engineers remain underrepresented in employment in engineering fields in the United States. Feminist theory views this gender disparity beyond equity in numbers for women engineers and looks at structural issues of women's access, opportunities, and quality of experience in the workplace. Research on women's success and persistence in engineering education is diverse; however, there are few studies that focus on the early years of women's careers in engineering and less using a phenomenological research design. Experiences of women engineers who have completed one to five years of professional engineering employment are presented using a phenomenological research design. Research questions explored the individual and composite experiences for the co-researchers of the study as well as challenges and advantages of the phenomenon of having completed one to five years of professional engineering employment. Themes that emanated from the data were a feeling that engineering is a positive profession, liking math and science from an early age, having experiences of attending math and science camps or learning and practicing engineering interests with their fathers for some co-researchers. Other themes included a feeling of being different as a woman in the engineering workplace, taking advantage of opportunities for training, education, and advancement to further their careers, and the role of informal and formal mentoring in developing workplace networks and engineering expertise. Co-researchers negotiated issues of management quality and support, experiences of gender discrimination in the workplace, and having to make decisions balancing their careers and family responsibilities. Finally, the women engineers for this research study expressed intentions to persist in their careers while pursuing expertise and experience in their individual engineering fields.

Industry-Education Partnerships: Bridging the Gap Between the Workplace and the Classroom

NASA Astrophysics Data System (ADS)

Harpole, S. H.

2004-12-01

Across the nation, business and industry are increasingly concerned about the quality of today's workforce and are issuing policy statements on both teacher preparation and teacher enhancement. Educational partnerships with industry are critical to the economic growth of the nation, particularly in rural areas where 31 percent of the nation's public schools are located. Through quality learning experiences that result from research/industry internships, teachers can better prepare for the 21st century workforce, become more aware of career opportunities, and emphasize the importance of preparation in science, technology, engineering and mathematics. To provide a model for successful industry-education partnerships, Mississippi State University is building on projects funded by the National Science Foundation, other funding agencies, and private foundations involving research/industry experiences for teachers. Industry-Education Partnerships: A Model for the Teacher Professional Continuum (NSF ESI-0353441) is developing a learning community model that spans the education continuum, connecting education and industry while focusing on preparing students to enter a workplace based on a global economy and researching the factors that contribute to successful partnerships. Research/work experiences will be provided to science, technology, engineering and mathematics (STEM) participants covering the teacher continuum.

Flipped Learning in the Workplace

ERIC Educational Resources Information Center

Nederveld, Allison; Berge, Zane L.

2015-01-01

Purpose: The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is "flipped". Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed…

Limitless Learning: Assessing Social Media Use for Global Workplace Learning

ERIC Educational Resources Information Center

Breunig, Karl Joachim

2016-01-01

Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

Teachers as Informal Learners: Workplace Professional Learning in the United States and Lithuania

ERIC Educational Resources Information Center

Jurasaite-Harbison, Elena; Rex, Lesley A.

2013-01-01

This study demonstrates the understandings that result from teachers' explanations of how they learn when they encounter everyday situations that evoke their learning. The study renders these explanations as a framework for further research on teacher workplace learning in informal settings. The framework emerged from a constant-comparative…

Problematising Practice, Learning and Change: Practice-Theory Perspectives on Professional Learning

ERIC Educational Resources Information Center

Reich, Ann; Hager, Paul

2014-01-01

Purpose: This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational…

Exploring Deliberate Practice in Medicine: How Do Physicians Learn in the Workplace?

ERIC Educational Resources Information Center

van de Wiel, Margje W. J.; Van den Bossche, Piet; Janssen, Sandra; Jossberger, Helen

2011-01-01

Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians' learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians…

Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

ERIC Educational Resources Information Center

Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

2011-01-01

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

The Impact of National Culture on Informal Learning in the Workplace

ERIC Educational Resources Information Center

Kim, Sehoon; McLean, Gary N.

2014-01-01

The purpose of this article was to identify how differing cultural factors affect informal learning in the workplace. We have introduced concepts and reviewed studies on informal learning and national culture based on an extensive literature review on the factors influencing informal learning, particularly based on five Hofstede's dimensions of…

Resisting an Isolated Learning Discourse

ERIC Educational Resources Information Center

Tanggaard, Lene

2009-01-01

The primary objective of this paper is to suggest that researchers on workplace learning avoid an isolated learning discourse. The point at issue is that being a learner is just one aspect of people's sometimes complicated lives in the workplace, and that people may sometimes--for good reasons--resist a learning discourse if it is linked…

Learning to Cook: Production Learning Environment in Kitchens

ERIC Educational Resources Information Center

James, Susan

2006-01-01

Learning in workplaces is neither ad hoc nor informal. Such labels are a misnomer and do not do justice to the highly-structured nature and complexity of many workplaces where learning takes place. This article discusses the organisational and structural framework developed from a three-year doctoral study into how apprentice chefs construct their…

Educators' Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions.

PubMed

Croker, Anne; Smith, Tony; Fisher, Karin; Littlejohns, Sonja

2016-03-30

Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators' interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators' interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants' professional affiliations. Educators' interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students' collaborative practice . Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests.

Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals

ERIC Educational Resources Information Center

Manning, Christin

2013-01-01

Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep…

eLearning in the Workplace versus eLearning in Higher Education

ERIC Educational Resources Information Center

Daneshgar, Farhad; Van Toorn, Christine

2009-01-01

Great emphasis and recognition has been given to the potential of lifelong learning in the new millennium and the vast body of research on eLearning in Higher Education. However, to-date little research has been undertaken to review eLearning in the workplace. The present study aims to fill this gap to some degree by conducting a comparative…

Hard Times for HRD, Lean Times for Learning?: Workplace Participatory Practices as Enablers of Learning

ERIC Educational Resources Information Center

Warhurst, Russell

2013-01-01

Purpose: This article aims to show how in times of austerity when formal HRD activity is curtailed and yet the need for learning is greatest, non-formal learning methods such as workplace involvement and participation initiated by line managers can compensate by enabling the required learning and change. Design/methodology/approach: A qualitative…

"I couldn't do this with opposition from my colleagues": A qualitative study of physicians' experiences as clinical tutors

PubMed Central

2011-01-01

Background Clinical contact in the early curriculum and workplace learning with active tutorship are important parts of modern medical education. In a previously published study, we found that medical students' tutors experienced a heavier workload, less reasonable demands and less encouragement, than students. The aim of this interview study was to further illuminate physicians' experiences as clinical tutors. Methods Twelve tutors in the Early Professional Contact course were interviewed. In the explorative interviews, they were asked to reflect upon their experiences of working as tutors in this course. Systematic text condensation was used as the analysis method. Results In the analysis, five main themes of physicians' experiences as clinical tutors in the medical education emerged: (a) Pleasure and stimulation. Informants appreciated tutorship and meeting both students and fellow tutors, (b) Disappointment and stagnation. Occasionally, tutors were frustrated and expressed negative feelings, (c) Demands and duty. Informants articulated an ambition to give students their best; a desire to provide better medical education but also a duty to meet demands of the course management, (d) Impact of workplace relations. Tutoring was made easier when the clinic's management provided active support and colleagues accepted students at the clinic, and (e) Multitasking difficulties. Combining several duties with those of a tutorship was often reported as difficult. Conclusions It is important that tutors' tasks are given adequate time, support and preparation. Accordingly, it appears highly important to avoid multitasking and too heavy a workload among tutors in order to facilitate tutoring. A crucial factor is acceptance and active organizational support from the clinic's management. This implies that tutoring by workplace learning in medical education should play an integrated and accepted role in the healthcare system. PMID:21975057

Students' Perceptions of Undertaking Workplace Tasks within a Foundation Degree--Health and Social Care

ERIC Educational Resources Information Center

Thurgate, Claire; MacGregor, Janet

2009-01-01

Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student's workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to…

Workplace Learning within Teacher Education: The Role of Job Characteristics and Goal Orientation

ERIC Educational Resources Information Center

Kyndt, Eva; Donche, Vincent; Gijbels, David; Van Petegem, Peter

2014-01-01

Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students' undertake in the workplace can be explained by students' goal orientation and their perceptions of the workplace. In addition, it will be investigated…

The Return of the Mentor: Strategies for Workplace Learning. Education Policy Perspectives Series.

ERIC Educational Resources Information Center

Caldwell, Brian J., Ed.; Carter, Earl M. A., Ed.

This book contains the following papers about the framework of mentoring as a workplace learning strategy and the role of mentoring the education, health, and industrial cultures: "Preface" (Brian J. Caldwell, Earl M.A. Carter); "The Workplace of the 1990s" (Brian J. Caldwell, Earl M.A. Carter); "The Principles and…

Searching for Extended Identity: The Problematised Role of Managing People Development, as Illuminated by the Frontline Management Initiative.

ERIC Educational Resources Information Center

Barratt-Pugh, Llandis

Australia's Frontline Management Initiative (FMI) marks a political move toward workplace learning and provides evidence concerning development of managing identities and management of such workplace learning. The FMI was examined as a technology of identity within the discourse of enterprise and an instrument of textualization of the workplace.…

Putting It All Together: Learning for Work and Learning About Work in the Horticulture Industry.

ERIC Educational Resources Information Center

Trenerry, Ruth

Literacy is a social practice central to sharing of knowledge and skills in the workplace. Workplaces increasingly demand workers who take on multiple roles and share and manage knowledge in new ways, so high levels of worker literacy and worker collaboration are increasingly important. Workplace training must facilitate development of active and…

The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia.

PubMed

Paliadelis, Penny Susan; Stupans, Leva; Parker, Vicki; Piper, Donella; Gillan, Pauline; Lea, Jackie; Jarrott, Helen Mary; Wilson, Rhonda; Hudson, Judith N; Fagan, Anthea

2015-01-01

Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, high-quality care to health consumers. A growing challenge for education providers is to access sufficient clinical placements with experienced supervisors who are skilled at maximising learning opportunities for students. This paper reports on the development and evaluation of an innovative online learning program aimed at enhancing student and clinical supervisors' preparedness for effective workplace-based learning. The evidence-based learning program used 'story-telling' as the learning framework. The stories, which were supported by a range of resources, aimed to engage the learners in understanding student and supervisor responsibilities, as well as the expectations and competencies needed to support effective learning in the clinical environment. Evaluation of this program by the learners and stakeholders clearly indicated that they felt authentically 'connected' with the characters in the stories and developed insights that suggested effective learning had occurred.

Lost Soul or New Dawn? Lifelong Learning Lessons and Prospects from East Asia

ERIC Educational Resources Information Center

Duke, Chris

2015-01-01

Most learning takes place in communities, neighbourhoods and workplaces. Here practical solutions to big problems work or fall down. We may call this the iron law of social learning, recognised in "community development", "community capacity-building", "workplace", "work-based" and…

Integrating learning assessment and supervision in a competency framework for clinical workplace education.

PubMed

Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M

2015-02-01

Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces. Therefore, there is a need to design feasible and evidence-based competency frameworks that fit the workplace reality. This theoretical paper outlines a competency-based framework, designed to facilitate learning, assessment and supervision in clinical workplace education. Integration is the cornerstone of this holistic competency framework. Copyright © 2014 Elsevier Ltd. All rights reserved.

Do we need to overcome barriers to learning in the workplace for foundation trainees rotating in neurosurgery in order to improve training satisfaction?

PubMed

Phan, Pho Nh; Patel, Keyur; Bhavsar, Amar; Acharya, Vikas

2016-01-01

Junior doctors go through a challenging transition upon qualification; this repeats every time they start a rotation in a new department. Foundation level doctors (first 2 years postqualification) in neurosurgery are often new to the specialty and face various challenges that may result in significant workplace dissatisfaction. The neurosurgical environment is a clinically demanding area with a high volume of unwell patients and frequent emergencies - this poses various barriers to learning in the workplace for junior doctors. We identify a number of key barriers and review ideas that can be trialed in the department to overcome them. Through an evaluation of current suggestions in the literature, we propose that learning opportunities need to be made explicit to junior doctors in order to encourage them to participate as a member of the team. We consider ideas for adjustments to the induction program and the postgraduate medical curriculum to shift the focus from medical knowledge to improving confidence and clinical skills in newly qualified doctors. Despite being a powerful window for opportunistic learning, the daily ward round is unfortunately not maximized and needs to be more learner focused while maintaining efficiency and time consumption. Finally, we put forward the idea of an open forum where trainees can talk about their learning experiences, identify subjective barriers, and suggest solutions to senior doctors. This would be achieved through departmental faculty development. These interventions are presented within the context of the neurosurgical ward; however, they are transferable and can be adapted in other specialties and departments.

Individual and Contextual Variables in Municipal Officers' Workplace Learning

ERIC Educational Resources Information Center

Moraes, Valéria Vieira; Borges-Andrade, Jairo Eduardo

2015-01-01

Purpose: The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate. Design/methodology/approach: A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work…

Individual Learning on Environmental Vocational Education and Training Courses Does Not Always Lead to the Workplace Application of Knowledge and Skills

ERIC Educational Resources Information Center

Draper, Fiona; Oltean-Dumbrava, Crina; Kara-Zaitri, Chakib; Newbury, Brian

2014-01-01

Empirical research on three commercial environmental vocational education and training programmes revealed distinct personal, teaching and work-based presage factors, which influenced individual learning and learning transfer to the workplace. The extent to which behaviour change and learning transfer occurred depended on a diverse range of…

The Present State and Future Trends of Blended Learning in Workplace Learning Settings across Five Countries

ERIC Educational Resources Information Center

Kim, Kyong-Jee; Bonk, Curtis; Teng, Ya-Ting

2009-01-01

This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South…

Charting Collective Knowledge: Supporting Self-Regulated Learning in the Workplace

ERIC Educational Resources Information Center

Littlejohn, Allison; Milligan, Colin; Margaryan, Anoush

2012-01-01

Purpose: This study aims to outline an approach to improving the effectiveness of work-based learning through knowledge creation and enhancing self-regulated learning. The paper presents a case example of a novel approach to learning through knowledge creation in the workplace. This case example is based on empirical data collected through a study…

Experienced Teachers' Informal Learning in the Workplace. IVLOS Series

ERIC Educational Resources Information Center

Hoekstra, Annemarieke

2007-01-01

The aim of the research reported in this dissertation is to describe how experienced secondary school teachers learn at work in an informal environment. The study is part of a larger research project aimed at providing a conceptual framework of teacher learning in the workplace as it takes place both in informal and formal learning environments.…

Teachers' Workplace Learning within Informal Contexts of School Cultures in the United States and Lithuania

ERIC Educational Resources Information Center

Jurasaite-Harbison, Elena

2009-01-01

Purpose: The purpose of this paper is to explore informal contexts of teachers' workplace professional learning and inform educational researchers, teacher educators, administrators and teachers about ways in which teachers learn to improve their practice. By questioning how teachers learn on-the-job to be better teachers and how school cultures…

Curriculum at Work: An Educational Perspective on the Workplace as a Learning Environment

ERIC Educational Resources Information Center

Moore, David Thornton

2004-01-01

The term "curriculum" has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction.…

Learning Disabilities and Employment.

ERIC Educational Resources Information Center

Gerber, Paul J., Ed.; Brown, Dale S., Ed.

This book provides information on preparing individuals with learning disabilities for the challenges of employment and outlines the rights of those with learning disabilities in the workplace. Introductory chapters in Part 1 include: "Life after School: Challenges in the Workplace" (Paul J. Gerber); "The New Economy in the 21st…

The Role of the Practice Trainer as an Agent of Co-Configuration

ERIC Educational Resources Information Center

Reid, Anne-Marie

2015-01-01

Professional and vocational learning requires the sharing of expertise across physical, social and cultural boundaries in developing and delivering programmes of study. Contemporary understandings of workplace learning emphasise the criticality of contextualised learning which considers how learners and workplace environments are reciprocally…

Cautions: Implementing Interpersonal Interaction in Workplace E-Learning

ERIC Educational Resources Information Center

Githens, Rod P.

2006-01-01

E-learning programs in workplaces have been slow to incorporate social and collaborative methods. Although these programs provide flexibility and cost savings, poor learning outcomes and low completion rates have caused some organizations to transition to approaches that include interpersonal interaction. In reviewing studies of e-learning…

76 FR 17130 - Agency Information Collection Request. 60-Day Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-28

... type of wellness programs as well as the use of employee incentives. The survey design and content is... survey on employers to learn about their experiences and attitudes regarding workplace wellness programs... particular focus on the use of incentives. As part of the study, a one- time, self-administered survey will...

Gauging Workplace Readiness: Assessing the Information Needs of Engineering Co-op Students

ERIC Educational Resources Information Center

Jeffryes, Jon; Lafferty, Meghan

2012-01-01

Librarians at the Science and Engineering Library at the University of Minnesota surveyed engineering students participating in a work placement as part of the cooperative education program. The survey asked about students' on-the-job information usage, comfort level accessing different types of engineering literature, and experience learning to…

Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

ERIC Educational Resources Information Center

Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic…

Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

ERIC Educational Resources Information Center

Nore, Haege

2015-01-01

This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a re-contextualization of vocational didactics as well as…

Using Situated Cognition Theory in Researching Student Experience of the Workplace

ERIC Educational Resources Information Center

Case, Jennifer; Jawitz, Jeff

2004-01-01

It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means…

School Students' Learning from Their Paid and Unpaid Work.

ERIC Educational Resources Information Center

Smith, Erica; Green, Annette

A project carried out in New South Wales and South Australia examined ways in which Year 10, 11, and 12 students experience workplaces. A questionnaire administered to students in 13 schools received 1,451 responses. Case studies in five schools included interviews and focus groups with students and teachers. Interviews and focus groups with…

Front-Line Facilitating: Negotiating Adventurous Learning within Workplace Programs

ERIC Educational Resources Information Center

Smith, Robert L.

2011-01-01

Instructors are the front line of educational programs. They are the personnel, along with the learners, who enact the educational mission. Since educators work in relative isolation, studying their views is necessary to understand their professional actions. This is a study of the professional experiences of instructors within steel-mill learning…

Seek, Gather, and Report. Experiences in Program-Based Literacy Research. Occasional Paper No. 1.

ERIC Educational Resources Information Center

Program-Based Research Special Interest Group, London (Ontario).

This publication contains nine articles about the process of doing research by literacy practitioners and volunteers in several areas of the Ontario (Canada) literacy field. "Implementing a Workplace Program: A Look Back" (Maria Ioannou-Makrakis) describes the process followed and the learning outcomes from planning, implementing, and…

Collaborative Teaching and Learning in the Workplace

ERIC Educational Resources Information Center

Tanggaard, Lene

2005-01-01

This article considers teaching and learning as a collaborative enterprise in the workplace. The empirical data have been extracted from a field study among apprentices engaged in electromechanical vocational training and education in a major Danish industrial company. Typically, studies of apprenticeship learning do not view aspects of teaching…

Workplace Learning to Create Social Quality

ERIC Educational Resources Information Center

Thijssen, Thomas

2014-01-01

Purpose: The present study aims to focus on workplace learning and understanding learning as creation (Kessels, 1995, 1996, 2001; Verdonschot, 2009; Billett and Choy, 2013) to bridge the gap between education and practice addressing the complex real world issue of poverty and social exclusion in The Netherlands. When researchers and practitioners…

HRD in a Multicultural Workplace: The Need for Lifelong Learning.

ERIC Educational Resources Information Center

Ogisu-Kamiya, Motoyo

Advocating the development of a new vision and strategies for lifelong learning in the multicultural workplace, this paper describes the influences of cultural issues on the human resource development (HRD) interface at a Japanese multinational firm operating in Canada. Following an introduction defining lifelong learning and related terms,…

Assessment of Student Learning Outcomes: Workplace, Family, and Community Roles

ERIC Educational Resources Information Center

Johnson, Cheryl A.; Heath, Claudia J.

2011-01-01

A project was conducted to assess Family Studies bachelor's degree graduates' use of learning outcomes from course competencies in personal finance, family lifespan development, intervention, and advocacy and policy, and to determine how they apply these learning outcomes to their workplace, family, and community roles. Alumni surveys completed by…

Factors Which Facilitate Workplace Learning: Confidence, Challenge and Support.

ERIC Educational Resources Information Center

Alderton, Jane

The midcareeer learning of 120 professionals in 12 contrasting business, engineering, and health care organizations was examined to identify factors facilitating workplace learning. Individuals were interviewed regarding their current work and ways they acquired the necessary know-how and knowledge for their jobs and improved or extended their…

The Supervisor's Influence on Workplace Learning

ERIC Educational Resources Information Center

Hughes, Chris

2004-01-01

Supervisors are often urged by the workplace learning literature to take active roles as facilitators of the learning of their staff. The role that is envisaged is similar to the facilitative role developed in the humanistic traditions of adult education, in which facilitation is supportive but also proactive, challenging and interventionist.…

Workplace Learning: Dilemmas for the European Steel Industry

ERIC Educational Resources Information Center

Stroud, Dean; Fairbrother, Peter

2006-01-01

The focus in recent studies of workplace learning has been on "communities of practice" and the ways that learning is shaped by such communities. In the process, there has been a downplaying of the importance of broader institutional arrangements, including the impact of organisational structures and management practice, as well as…

Employee Perspectives on MOOCs for Workplace Learning

ERIC Educational Resources Information Center

Egloffstein, Marc; Ifenthaler, Dirk

2017-01-01

Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers' attitudes, this study seeks to investigate the employee perspective towards…

Emotions, Coping and Learning in Error Situations in the Workplace

ERIC Educational Resources Information Center

Rausch, Andreas; Seifried, Jürgen; Harteis, Christian

2017-01-01

Purpose: This paper aims to investigate the complex relationship between emotions, coping approaches and learning in error situations in the workplace. The study also examines the influence of individual error orientation, as well as psychological safety, and team learning behaviour as contextual factors. Design/methodology/approach: To measure…

An educational conference in a general hospital.

PubMed

Caldwell, Gordon

2011-12-01

Western Sussex Hospitals National Health Service (NHS) Trust comprises the District General Hospitals of Worthing and Chichester. Both hospitals have successful postgraduate medical education centres, providing training for junior doctors and continuing professional development for senior doctors. Until now, there have been limited multi-professional teaching and learning activities available. The two hospitals have recently merged. The education executive felt that workplace learning had become undervalued since the implementation of Modernising Medical Careers in the UK. The executive wanted to provide a multi-professional conference on Workplace Learning, both to support the merger and to promote the value of workplace and multi-professional learning. The conference topic covering the 'how' of workplace learning was innovative. Many educational conferences concentrate on the organisation and evaluation of classroom learning, rather than on how learning can be facilitated in the workplace during ordinary working practice. It was also innovative to ensure that the presenters were representative of the multi-professional workforce. The presentations were limited to 8 minutes each to promote high-impact short presentations. The talks were recorded for publishing on the trust's intranet and the internet. A committed team in a district general hospital can provide a high-quality educational conference with wide appeal. Local health care professionals can produce short high-impact presentations. The use of modern information technology and audio-visual systems can make the presentations available to both local and worldwide audiences. © Blackwell Publishing Ltd 2011.

Can E-Learning System Enhance Learning Culture in the Workplace? A Comparison among Companies in South Korea

ERIC Educational Resources Information Center

Yoo, Sun Joo; Huang, Wenhao David

2016-01-01

How organizations need to act in order to develop their learning capacities has always been a focal interest of research and practice in the workplace. In practice, an e-learning system is often utilized to foster professional development as it is capable of delivering information and knowledge to individuals across organizations. However, the…

Mobile Web 2.0 in the Workplace: A Case Study of Employees' Informal Learning

ERIC Educational Resources Information Center

Gu, Jia; Churchill, Daniel; Lu, Jie

2014-01-01

Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest mobile technologies such as Web 2.0 applications, which have increasingly been utilized and have the potential to enhance learning outcomes. This multiple-case study examined the impact of mobile Web 2.0 applications on…

It Doesn't Matter, But: Examining the Impact of Ambient Learning Displays on Energy Consumption and Conservation at the Workplace

ERIC Educational Resources Information Center

Börner, Dirk; Kalz, Marco; Specht, Marcus

2015-01-01

This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design,…

Technology in postgraduate medical education: a dynamic influence on learning?

PubMed Central

Bullock, Alison; Webb, Katie

2015-01-01

The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors’ decision-making. Simulations can help develop technical skills and team interactions, and ‘in situ’ simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. PMID:26341127

Retracted: Nurses learning in the workplace: a comparison of workplace attributes in acute care settings in Australia and Singapore.

PubMed

Chan, S W; Chan, M F; Lee, S-Y; Henderson, A

2014-03-01

Workplaces need to foster teaching and learning interactions so staff collaborate and learn from each other. Internationally, many countries provide support to graduates and experienced staff to foster engagement necessary for learning and quality care. Workplace attributes can differ across countries depending on managerial, contextual, social and policy issues. This study compared workplace attributes of two Australian hospitals with a Singaporean hospital. A representative sample of nurses in two acute care facilities in Australia (n = 203) and a comparable facility in Singapore (n = 154) during 2010 and 2011 responded to a survey requesting demographic data and responses about workplace attributes. Attributes were determined through validated tools that measure staff perception of support when facilitating others learning (Support Instrument for Nurses Facilitating the Learning of Others) and the clinical learning organizational culture (Clinical Learning Organizational Culture Survey). Results indicated Singaporean nurses rated perception of acknowledgement, workload management and teamwork support in facilitating learners in their hospital as significantly better than the Australian cohort despite similar provisions for support and development. There were no significant differences across the two sites in the clinical learning culture. Analysis across three health facilities only provides a snapshot. Targeting more facilities would assist in confirming the extent of reported trends. Findings indicate differences in nurses' perceptions of support when facilitating learners. Further exploration of Singaporean nurses' increased perceptions of support is worthy. Clinical learning organizational culture findings across Australian and Singaporean acute care facilities suggest common attributes within the nursing profession that transcend contextual factors, for example, a strong sense of task accomplishment. Nurses across both countries demonstrate strengths in accomplishing tasks but less so in recognizing nurses' contributions that may also impact nurses' influence in the practice context. As these attributes are common, nursing can collectively lobby and develop policy, thereby strengthening their cause to be recognized. © 2014 International Council of Nurses.

Mediated learning in the workplace: student perspectives on knowledge resources.

PubMed

Shanahan, Madeleine

2015-01-01

In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice. Integrating practice-based learning with learning mediated by information sources provides a more complete paradigm of learning during clinical placement.

Federal Agencies Gather to Learn More about Workplace Charging Challenges

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chehab, Nay; Olexsak, Sarah

2016-10-20

More than 150 leaders from 50 different federal organizations gathered in Washington, D.C. to learn more about the Energy Department’s Workplace Charging Challenge to help further the adoption of electric vehicles.

Learning at work: competence development or competence-stress.

PubMed

Paulsson, Katarina; Ivergård, Toni; Hunt, Brian

2005-03-01

Changes in work and the ways in which it is carried out bring a need for upgrading workplace knowledge, skills and competencies. In today's workplaces, and for a number of reasons, workloads are higher than ever and stress is a growing concern (Health Risk Soc. 2(2) (2000) 173; Educat. Psychol. Meas. 61(5) (2001) 866). Increased demand for learning brings a risk that this will be an additional stress factor and thus a risk to health. Our research study is based on the control-demand-support model of Karasek and Theorell (Health Work: Stress, Productivity and the Reconstruction of Working Life, Basic Books/Harper, New York, 1990). We have used this model for our own empirical research with the aim to evaluate the model in the modern workplace. Our research enables us to expand the model in the light of current workplace conditions-especially those relating to learning. We report empirical data from a questionnaire survey of working conditions in two different branches of industry. We are able to define differences between companies in terms of working conditions and competence development. We describe and discuss the effects these conditions have on workplace competence development. Our research results show that increased workers' control of the learning process makes competence development more stimulating, is likely to simplify the work and reduces (learning-related) stress. It is therefore important that learning at work allows employees to control their learning and also allows time for the process of learning and reflection.

Exploring the disclosure decisions made by physiotherapists with a specific learning difficulty.

PubMed

Yeowell, G; Rooney, J; Goodwin, P C

2018-06-01

To explore the disclosure decisions made in the workplace by physiotherapy staff with a specific learning difficulty (SpLD). An exploratory qualitative design was used, which was informed by the social model of disability. The research was undertaken in North West England. It is presented according to the Consolidated Criteria for Reporting Qualitative Research. A purposive sample of eight physiotherapists recognised as having a SpLD were recruited. All participants had studied on one of two programmes at a university in England between 2004-2012. Their NHS workplace experience was from across the UK. In-depth, semi-structured interviews were undertaken within the university setting or via telephone. Interviews lasted 40 to 70minutes and were digitally recorded. An interview guide was used to direct the interview. Interview data were transcribed verbatim and analysed using thematic analysis. Four participants were female. The mean number of years qualified as a physiotherapist was 4.5years (SD=2.27). Three themes were identified: 'Disclosing during the workplace application'; 'Positive about disabled people scheme'; 'Disclosing in the workplace'. Disclosure of dyslexia is a selective process and is a central dilemma in the lives of individuals who have a concealable stigmatised identity. As a consequence, physiotherapy staff with dyslexia may choose to conceal their disability and not disclose to their employer. In order for staff with dyslexia to get the support they need in the workplace, disclosure is recommended. A number of recommendations have been made to facilitate the disclosure process. Copyright © 2017 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

What nursing students reveal about and learn from mentors when using stories of clinical practice.

PubMed

Edwards, Sharon

2017-02-27

Aim This article considers findings from a narrative research analysis that illustrate what nursing students can reveal about being mentored through their stories of clinical practice experience. The aim is to advocate the use of stories as tools to assist mentors in their roles, and to express to them students' concerns, sensitivities and priorities about clinical placement experiences. The findings are extracted from the author's unpublished doctoral thesis Learning from Practice: The Value of Story in Nurse Education ( Edwards 2013 ). Method The data are drawn from nursing students' stories about clinical practice experiences when engaged in the care of patients, and their perceived learning from them. Results Findings suggest stories can help develop understanding of nursing students' concerns, sensitivities and priorities, and can support mentors' important roles in students' learning. Conclusion The article illustrates the value of stories as learning tools in the workplace and, by looking at nursing students' stories about clinical practice, shows that paying attention to their concerns, sensitivities and priorities can improve the already significant role played by mentors in student learning.

Between Policy and Practice: Structuring Workplace Learning in Higher Vocational Education in Sweden and Finland

ERIC Educational Resources Information Center

Lindell, Mats; Stenstrom, Marja-Leena

2005-01-01

Purpose: This study considers the recently established higher vocational education reforms with Swedish advanced vocational education (AVE) and Finnish polytechnics in terms of organisational structure, the design of workplace learning, and furthermore, what kind of practical implications these new models of learning at work have resulted in.…

The Integrative Principle: Higher Education and Work-Based Learning in the UK.

ERIC Educational Resources Information Center

Saunders, Murray

1995-01-01

The United Kingdom's developing policy to integrate higher education curriculum and the demands of the workplace is explored, particularly in the context of undergraduate and graduate programs based on learning within the workplace. The policy itself, the relationship between work-based learning and conventional college instruction, and validation…

Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs

ERIC Educational Resources Information Center

Riddell, Sheila; Ahlgren, Linda; Weedon, Elisabet

2009-01-01

Workplace learning is identified by UK and Scottish governments as an important means of achieving social mobility, and therefore producing a more equal society. However, there appears to be a patchwork of provision and funding arrangements, making it difficult for employers and employees to identify suitable routes. Analysis of large scale survey…

Psychological and Organizational Variables Associated with Workplace Learning in Small and Medium Manufacturing Businesses in Korea

ERIC Educational Resources Information Center

Moon, Se-Yeon; Na, Seung-Il

2009-01-01

The purpose of this study was to determine the relationship between workplace learning and psychological variables, such as learning competency, motivation, curiosity, self-esteem and locus of control, and organizational variables, such as centralization of power, formality, merit system and communication. The studied population consisted entirely…

Context Dependent Learning: Its Value and Impact for Workplace Education

ERIC Educational Resources Information Center

Lynch, Richard; Leo, Soon; Downing, Kevin

2006-01-01

Purpose: The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and performance. The case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of…

Adult Learning in Vocational Education. EEE700 Adults Learning: The Changing Workplace A.

ERIC Educational Resources Information Center

Little, David; And Others

This monograph is part of the study materials for the one-semester distance education unit, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University (Australia). It explores four complex and interrelated issues: how vocational educators view their own practice, the characteristics and aspirations that distinguish…

Factors Associated with Transfer of Training in Workplace E-Learning

ERIC Educational Resources Information Center

Park, Ji-Hye; Wentling, Tim

2007-01-01

Purpose--The purpose of this study is to investigate the effect of factors associated with e-learning, particularly computer attitudes and usability, on transfer of training in workplace e-learning courses. Design/methodology/approach--This study relied on quantitative data obtained from four online survey questionnaires. The sample of this study…

Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

ERIC Educational Resources Information Center

Bannister, Nicole A.

2009-01-01

This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

Mobile technology supporting trainee doctors' workplace learning and patient care: an evaluation.

PubMed

Hardyman, Wendy; Bullock, Alison; Brown, Alice; Carter-Ingram, Sophie; Stacey, Mark

2013-01-21

The amount of information needed by doctors has exploded. The nature of knowledge (explicit and tacit) and processes of knowledge acquisition and participation are complex. Aiming to assist workplace learning, Wales Deanery funded "iDoc", a project offering trainee doctors a Smartphone library of medical textbooks. Data on trainee doctors' (Foundation Year 2) workplace information seeking practice was collected by questionnaire in 2011 (n = 260). iDoc baseline questionnaires (n = 193) collected data on Smartphone usage alongside other workplace information sources. Case reports (n = 117) detail specific instances of Smartphone use. Most frequently (daily) used information sources in the workplace: senior medical staff (80% F2 survey; 79% iDoc baseline); peers (70%; 58%); and other medical/nursing team staff (53% both datasets). Smartphones were used more frequently by males (p < 0.01). Foundation Year 1 (newly qualified) was judged the most useful time to have a Smartphone library because of increased responsibility and lack of knowledge/experience.Preferred information source varied by question type: hard copy texts for information-based questions; varied resources for skills queries; and seniors for more complex problems. Case reports showed mobile technology used for simple (information-based), complex (problem-based) clinical questions and clinical procedures (skills-based scenarios). From thematic analysis, the Smartphone library assisted: teaching and learning from observation; transition from medical student to new doctor; trainee doctors' discussions with seniors; independent practice; patient care; and this 'just-in-time' access to reliable information supported confident and efficient decision-making. A variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge.By supporting accurate prescribing and treatment planning, the electronic library contributed to enhanced patient care. Trainees were more rapidly able to medicate patients to reduce pain and more quickly call for specific assessments. However, clinical decision-making often requires dialogue: what Smartphone technology can do is augment, not replace, discussion with their colleagues in the community of practice.

Practice-based learning and improvement.

PubMed

Moore, Donald E; Pennington, Floyd C

2003-01-01

Workplace learning is becoming increasingly important in all fields. While workplace learning in medicine, also called practice-based learning and improvement (PBLI) is not new, understanding how it works and how it fits with an individual physician's continuing professional development is new. In this article, we describe seven issues associated with PBLI and then pose questions for reflections, as continuing medical education (CME) planners consider working with PBLI.

Assessment Experiences in the Workplace: A Comparative Study between Clinical Educators' and Their Students' Perceptions

ERIC Educational Resources Information Center

Trede, Franziska; Mischo-Kelling, Maria; Gasser, Eva Maria; Pulcini, Stefania

2015-01-01

With this paper, we contribute to the complex field of assessment of student learning in work placements. The complexity includes the dual role of clinical educators as mentors and assessors, students as pre-accredited practitioners and the diverse purposes of assessment. A philosophical hermeneutic approach was adopted to explore the perceptions…

Knowledge Translation of Interprofessional Collaborative Patient-Centred Practice: The Working Together Project Experience

ERIC Educational Resources Information Center

MacDonald, Colla J.; Archibald, Douglas; Stodel, Emma; Chambers, Larry W.; Hall, Pippa

2008-01-01

The Working Together (WT) project involved the design and delivery of an online learning resource for healthcare teams in long-term care (LTC) so that knowledge regarding interprofessional collaborative patient-centred practice (ICPCP) could be readily accessed and then transferred to the workplace. The purpose of this paper is to better…

Sights and Insights: Vocational Outdoor Students' Learning through and about Reflective Practice in the Workplace

ERIC Educational Resources Information Center

Hickman, Mark; Stokes, Peter

2016-01-01

Outdoor leader and adventure sport education in the United Kingdom has been characterized by an over-emphasis on technical skills at the expense of equally important, but often marginalized intra- and inter-personal skills necessary for contemporary outdoor employment. This study examined the lived experience of vocational outdoor students in…

Vive la Difference: What We Learn from Each Other by Teaching Together

ERIC Educational Resources Information Center

Rehling, Lu; Lindeman, Neil

2010-01-01

The authors are similar in sharing the academic discipline of professional writing and of both having had experience as writers and editors in the workplace, but they are different in many other and obvious ways. The students notice these differences, using, in course assessments, descriptive phrases to describe the contrast that include "yin and…

Proximal and Distal Outcomes of Organizational Socialization among New Teachers: A Mediation Analysis

ERIC Educational Resources Information Center

Tengku Ariffin, Tengku Faekah; Awang Hashim, Rosna; Yusof, Norhafezah

2014-01-01

This study was designed to examine the relationship between socialization experience and the task performance of new teachers. It proposed to do this by testing a structural model. In explicating the relationship between the two constructs, teacher engagement in workplace learning activities and wellbeing were included in the structural model as…

How to use coaching and action learning to support mentors in the workplace.

PubMed

Nash, Sue; Scammell, Janet

Using the example of mentoring preregistration student nurses, this article explores facilitation of learning in the workplace and examines the use of coaching and action learning to support mentors and the wider clinical team. A case study, where a mentor has difficulties with an underperforming student, is considered. Action learning and coaching are then explored, with the aim of maximising personal and team learning. These strategies can be easily transferred to other work based learning situations.

Federal Agencies Gather to Learn More about Workplace Charging Challenges

ScienceCinema

Chehab, Nay; Olexsak, Sarah

2018-06-12

More than 150 leaders from 50 different federal organizations gathered in Washington, D.C. to learn more about the Energy Department’s Workplace Charging Challenge to help further the adoption of electric vehicles.

Midwives׳ experiences of workplace resilience.

PubMed

Hunter, Billie; Warren, Lucie

2014-08-01

many UK midwives experience workplace adversity resulting from a national shortage of midwives, rise in birth rate and increased numbers of women entering pregnancy with complex care needs. Research evidence suggests that workplace pressures, and the emotional demands of the job, may increase midwives׳ experience of stress and contribute to low morale, sickness and attrition. Much less is known about midwives who demonstrate resilience in the face of adversity. Resilience has been investigated in studies of other health and social care workers, but there is a gap in knowledge regarding midwives׳ experiences. to explore clinical midwives׳ understanding and experience of professional resilience and to identify the personal, professional and contextual factors considered to contribute to or act as barriers to resilience. an exploratory qualitative descriptive study. In Stage One, a closed online professional discussion group was conducted over a one month period. Midwives discussed workplace adversity and their resilient responses to this. In Stage Two, the data were discussed with an Expert Panel with representatives from midwifery workforce and resilience research, in order to enhance data interpretation and refine the concept modelling. the online discussion group was hosted by the Royal College of Midwives, UK online professional networking hub: 'Communities'. 11 practising midwives with 15 or more years of 'hands on clinical experience', and who self-identified as being resilient, took part in the online discussion group. thematic analysis of the data identified four themes: challenges to resilience, managing and coping, self-awareness and building resilience. The participants identified 'critical moments' in their careers when midwives were especially vulnerable to workplace adversity. Resilience was seen as a learned process which was facilitated by a range of coping strategies, including accessing support and developing self-awareness and protection of self. The participants identified the importance of a strong sense of professional identity for building resilience. this study provides important new insights into resilience within UK midwifery, of relevance to the wider profession. Some findings echo those of other resilience studies; however, there are new insights such as the importance of professional identity which may be relevant to other health care workers. Through understanding more about resilience, it may be possible to facilitate positive adaptation by midwives and ameliorate the effects of workplace adversity. This study indicates that resilience is a complex phenomenon, which warrants serious consideration from clinical midwives, managers, educators and researchers. Copyright © 2014 Elsevier Ltd. All rights reserved.

Workplace culture among operating room nurses.

PubMed

Eskola, Suvi; Roos, Mervi; McCormack, Brendan; Slater, Paul; Hahtela, Nina; Suominen, Tarja

2016-09-01

To investigate the workplace culture in the Operating Room (OR) environment and the factors associated with it. In health care, the workplace culture affects the delivery and experience of care. The OR can be a stressful practice environment, where nurses might have occasionally either job stress or job satisfaction based on their competence. A quantitative cross-sectional approach was used. The study consisted of 96 Finnish OR nurses. A Nursing Context Index instrument was used to obtain data by way of an electronic questionnaire. The primary role and working unit of respondents were the main components relating to workplace culture, and especially to job stress. Nurse anaesthetists were found to be slightly more stressed than scrub nurses. In local hospitals, job stress related to workload was perceived less than in university hospitals (P = 0.001). In addition, OR nurses in local hospitals were more satisfied with their profession (P = 0.007), particularly around issues concerning adequate staffing and resources (P = 0.001). It is essential that nurse managers learn to recognise the different expressions of workplace culture. In particular, this study raises a need to recognise the factors that cause job stress to nurse anaesthetists. © 2016 John Wiley & Sons Ltd.

Beyond Instruction; Beyond a Website: Distance Learning, Disability Inclusiveness and Changing Workplace Practices

ERIC Educational Resources Information Center

Rudstam, Hannah; Gower, Wendy Strobel

2012-01-01

Often, the aim of distance learning (DL) is to enhance individual learning, not to change workplace practices. Changing organizational policies, practices and behaviors related to disability calls for a different DL approach that engages users and contextualizes knowledge. In the disability arena, there is a need for programming that brings about…

Teachers--The Professionals in Formal Learning as Practitioners of Informal Workplace Learning

ERIC Educational Resources Information Center

Tikkanen, Tarja

2006-01-01

Schools have been targets for plenty of research, but working life researchers have showed only limited interest in schools as workplaces and as arenas for learning among teachers and other staff. The purpose of this paper is to introduce a new study, "Research-supported development work in the schools" by describing its background and…

The Implications of SCORM Conformance for Workplace e-Learning

ERIC Educational Resources Information Center

Witthaus, Gabrielle

2009-01-01

This paper explores the impact that SCORM conformance has had on workplace e-learning. The author describes a project in which she was requested to "repurpose" some materials that had originally been designed for the face-to-face teaching of English as a Foreign Language, into SCORM conformant e-learning materials. The rationale for this request…

Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments

ERIC Educational Resources Information Center

Cleveland-Innes, Martha; Ally, Mohamed

2004-01-01

Research employing an experimental design pilot-tested two delivery platforms, WebCT™ and vClass™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects…

Self-Assessment and Self-Evaluation in New Forms of Training Near the Workplace.

ERIC Educational Resources Information Center

Geldermann, Brigitte

The project Self-Assessment and Self-Evaluation in New Forms of Training near the Workplace--A Step Towards the Learning Organisation was undertaken in Bavaria, Germany, to help companies begin the process of becoming learning organizations by helping workers manage their own learning. The project is based on the following principles and…

Development Engineers' Work and Learning as Shared Practice

ERIC Educational Resources Information Center

Collin, Kaija

2008-01-01

The field of workplace learning lacks empirical studies that view workplace practices as places for learning and see these practices in a critical light. Accordingly, the aim of this study is, first, to describe examples of everyday shared practice and consider what kinds of various conflicting aims and demands exist in it. Second, the purpose is…

Enabling Transformative Learning in the Workplace: An Educative Research Intervention

ERIC Educational Resources Information Center

Wilhelmson, Lena; Åberg, Marie Moström; Backström, Tomas; Olsson, Bengt Köping

2015-01-01

The aim of this article is to discuss the potential of an educative research intervention to influence the quality of the learning outcome in the workplace as interpreted from the perspectives of adult learning theory. The research project was designed as a quasi-experimental, mixed-methods study. In this article, quantitative survey data were…

Not Learning in the Workplace: Austerity and the Shattering of "Illusio" in Public Service

ERIC Educational Resources Information Center

Colley, Helen

2012-01-01

Purpose: This paper seeks to discuss the impact of UK government austerity policies on learning in public service work, specifically youth support work. It also aims to argue that austerity policies intensify "ethics work", create emotional suffering, and obstruct workplace learning in a variety of ways. Design/methodology/approach: The…

The Emotions of Socialization-Related Learning: Understanding Workplace Adaptation as a Learning Process.

ERIC Educational Resources Information Center

Reio, Thomas G., Jr.

The influence of selected discrete emotions on socialization-related learning and perception of workplace adaptation was examined in an exploratory study. Data were collected from 233 service workers in 4 small and medium-sized companies in metropolitan Washington, D.C. The sample members' average age was 32.5 years, and the sample's racial makeup…

Technology in postgraduate medical education: a dynamic influence on learning?

PubMed

Bullock, Alison; Webb, Katie

2015-11-01

The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors' decision-making. Simulations can help develop technical skills and team interactions, and 'in situ' simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Action Planning for Personal Competitiveness in the "Broken Workplace."

ERIC Educational Resources Information Center

Feller, Richard W.

1995-01-01

The workplace and the psychological contract between employees and employer have structurally changed. Discusses realities of global economy and competitive workplace. Suggests ways counselors can help clients take action to enhance their personal competitiveness in the workplace such as understanding relationships between learning and work, and…

Developing a professional identity: student nurses in the workplace.

PubMed

Grealish, Laurie; Trevitt, Corinne

2005-01-01

This analysis of the academic and student discourse about learning in the practicum in one Australian pre-registration Bachelor of Nursing course is part of a larger study examining the professional identity of undergraduate students in three professional groups: nursing, teaching and engineering. The focus group discussion of six student nurses reveals that the theories learned in the classroom are only partially useful preparation for the relationships required to work as a nurse in a people-laden workplace; students struggle to create meaning about practices that are not consistent with classroom theory; and students require support as they develop an identity of a nurse through the embodiment of practice work. The findings from this group support the view that the traditional approach to learning, as expressed in the documentation for the final practicum experience, where knowledge is certain, context-free, and disciplinary or subject focused, is insufficient to assist student readiness for the world of work. Recommendations emerging from this analysis are related to the university and provides some evidence for others teaching in nursing programs to reconsider their practices.

Factors affecting physical therapists’ job satisfaction: questionnaire survey targeting first-year physical therapists

PubMed Central

Kota, Munetsugu; Kudo, Hiroyuki; Okita, Kazuhiko

2018-01-01

[Purpose] The survey aimed to clarify the factors that affect physiotherapists’ job satisfaction. [Subjects and Methods] To examine factors affecting physical therapists’ job satisfaction using a cross-sectional study with a questionnaire survey. Subjects were 193 first-year physical therapists who participated in a newcomer orientation at Hiroshima Prefectural Physical Therapy Association. The questionnaire comprised items concerning physical therapists’ satisfaction with their work, motives for becoming physical therapists, education in school, internships, the workplace, and comfort in the workplace. [Results] Subjects were divided into two groups according to their satisfaction with their occupation. The “high satisfaction” group included 157 subjects, and the group “low satisfaction” group included 36 subjects. Using logistic regression analysis, items concerning comfort in the workplace, motives for becoming physical therapists, and learning in school were analysed. [Conclusion] Factors affecting physical therapists’ job satisfaction were primarily influenced by previous experience and working conditions. PMID:29706706

Factors affecting physical therapists' job satisfaction: questionnaire survey targeting first-year physical therapists.

PubMed

Kota, Munetsugu; Kudo, Hiroyuki; Okita, Kazuhiko

2018-04-01

[Purpose] The survey aimed to clarify the factors that affect physiotherapists' job satisfaction. [Subjects and Methods] To examine factors affecting physical therapists' job satisfaction using a cross-sectional study with a questionnaire survey. Subjects were 193 first-year physical therapists who participated in a newcomer orientation at Hiroshima Prefectural Physical Therapy Association. The questionnaire comprised items concerning physical therapists' satisfaction with their work, motives for becoming physical therapists, education in school, internships, the workplace, and comfort in the workplace. [Results] Subjects were divided into two groups according to their satisfaction with their occupation. The "high satisfaction" group included 157 subjects, and the group "low satisfaction" group included 36 subjects. Using logistic regression analysis, items concerning comfort in the workplace, motives for becoming physical therapists, and learning in school were analysed. [Conclusion] Factors affecting physical therapists' job satisfaction were primarily influenced by previous experience and working conditions.

Issues in developing valid assessments of speech pathology students' performance in the workplace.

PubMed

McAllister, Sue; Lincoln, Michelle; Ferguson, Alison; McAllister, Lindy

2010-01-01

Workplace-based learning is a critical component of professional preparation in speech pathology. A validated assessment of this learning is seen to be 'the gold standard', but it is difficult to develop because of design and validation issues. These issues include the role and nature of judgement in assessment, challenges in measuring quality, and the relationship between assessment and learning. Valid assessment of workplace-based performance needs to capture the development of competence over time and account for both occupation specific and generic competencies. This paper reviews important conceptual issues in the design of valid and reliable workplace-based assessments of competence including assessment content, process, impact on learning, measurement issues, and validation strategies. It then goes on to share what has been learned about quality assessment and validation of a workplace-based performance assessment using competency-based ratings. The outcomes of a four-year national development and validation of an assessment tool are described. A literature review of issues in conceptualizing, designing, and validating workplace-based assessments was conducted. Key factors to consider in the design of a new tool were identified and built into the cycle of design, trialling, and data analysis in the validation stages of the development process. This paper provides an accessible overview of factors to consider in the design and validation of workplace-based assessment tools. It presents strategies used in the development and national validation of a tool COMPASS, used in an every speech pathology programme in Australia, New Zealand, and Singapore. The paper also describes Rasch analysis, a model-based statistical approach which is useful for establishing validity and reliability of assessment tools. Through careful attention to conceptual and design issues in the development and trialling of workplace-based assessments, it has been possible to develop the world's first valid and reliable national assessment tool for the assessment of performance in speech pathology.

Using situated cognition theory in researching student experience of the workplace

NASA Astrophysics Data System (ADS)

Case, Jennifer; Jawitz, Jeff

2004-05-01

It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final-year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self-worth.

Workplace Learning of High Performance Sports Coaches

ERIC Educational Resources Information Center

Rynne, Steven B.; Mallett, Clifford J.; Tinning, Richard

2010-01-01

The Australian coaching workplace (to be referred to as the State Institute of Sport; SIS) under consideration in this study employs significant numbers of full-time performance sport coaches and can be accurately characterized as a genuine workplace. Through a consideration of the interaction between what the workplace (SIS) affords the…

[Drama therapy for the prevention of workplace violence].

PubMed

Hermoso Lloret, Diana; Cervantes Ortega, Genís; Blanch, Josep Maria; Ochoa Pacheco, Paola

2012-01-01

To achieve, through a training and preventive intervention, a significant change in the emotional experience of a group of health care professionals at risk of exposure to workplace violence. 143 Catalonian health professionals participated in a training course on occupational risk prevention that incorporated theatrical staging techniques and psychotherapeutic strategies, focused on the interpretation of emotional experiences associated with violence in the workplace. They participated voluntarily in the program and were selectedaccording to type of healthcare delivered and professional diversity. A pre- and post-course questionnaire was administered. Ninety-two percent of respondents claimed to have witnessed, and 85% had personally experienced, a violent episode in the previous five years. The comparison of mean scores before and after the training intervention revealed anincrease in the positive assessment of the effectiveness of one's own performance and communication skills (p< 0.001), and induced emotional experiences in line with a greater peace of mind (p< 0.005) and less anxiety (p< 0.005) with respect to the violent incident. Staging experiential stressful situations can be a useful learning tool for managing emotions, which increases the perceived degree of one's ability to manage communication, teamwork and professional stress itself. Copyright belongs to the Societat Catalana de Seguretat i Medicina del Treball.

She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being.

PubMed

Zinsser, Katherine M; Christensen, Claire G; Torres, Luz

2016-12-01

Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting children's social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for children's SEL at the center-level are associated with teachers' psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort. Results indicate that although teachers work in individual classrooms, they share common perceptions at the center-level of their workplace climate, access to support, and, although to a lesser extent, experience commonalities in psychological health and job satisfaction. Furthermore, in centers that had implemented more supports for children's SEL (including access to mental health consultants, classroom curriculum, and training and resources for teachers) teachers were less depressed, more satisfied with their jobs, felt more supported in managing challenging behavior, and viewed the workplace climate of their center as more positive. Findings are discussed in light of the national efforts to increase and retain a high-quality early childhood workforce. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Enhancing reflective practice through online learning: impact on clinical practice

PubMed Central

Sim, J; Radloff, A

2008-01-01

Purpose Traditionally, radiographers and radiation therapists function in a workplace environment that is protocol-driven with limited functional autonomy. The workplace promotes a culture of conformity and discourages practitioners from reflective and critical thinking, essential attributes for continuing learning and advancing workplace practices. As part of the first author’s doctoral study, a continuing professional development (CPD) educational framework was used to design and implement an online module for radiation therapists’ CPD activities. The study aimed to determine if it is possible to enhance healthcare practitioners’ reflective practice via online learning and to establish the impact of reflective learning on clinical practice. Materials and methods The objectives of the online module were to increase radiation therapists’ knowledge in planning for radiation therapy for the breast by assisting them engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists (twenty-six participants) from Australia, New Zealand and Canada. Results The online module was evaluated using Kirkpatrick’s four-level evaluation model. Evidence indicated that participants were empowered as a result of participation in the module. They began reflecting in the workplace while assuming a more proactive role and increased clinical responsibilities, engaged colleagues in collaborative reflections and adopted evidence-based approaches in advancing clinical practices. Conclusion The study shows that it is possible to assist practitioners engage in reflective practice using an online CPD educational framework. Participants were able to apply the reflective learning they had developed in their workplace. As a result of their learning, they felt empowered to continue to effect changes in their workplace beyond the cessation of the online module. PMID:21614319

Professional/Peer-Learning Community: Impacts on Workplace Training at Bangkok Metropolitan Administration (BMA) Schools

ERIC Educational Resources Information Center

Phusavat, Kongkiti Peter; Delahunty, David; Kess, Pekka; Kropsu-Vehkapera, Hanna

2017-01-01

Purpose: The study aims to examine the issues relating to workplace learning at the upper secondary school level. This study is based on the two questions. How should the professional/peer-learning community or PLC be developed and deployed to help strengthen in-service teacher training? The second question is what are the success factors which…

Toward a 3-P Model of Workplace Learning: A Literature Review

ERIC Educational Resources Information Center

Tynjala, Paivi

2013-01-01

The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model--the 3-P model of workplace learning--is presented, in relation to which the…

A Critical Evaluation of the Contribution of Trust to Effective Technology Enhanced Learning in the Workplace: A Literature Review

ERIC Educational Resources Information Center

Short, Heather

2014-01-01

This paper offers a critical review of the literature that explores the building and development of trust in workplace learning, particularly in a virtual context and its implications for Technology Enhanced Learning (TEL) in business. Trust is increasingly recognised as important in both business and education, and is the focus of increasing…

The Interplay between Change and Learning at the Workplace: A Qualitative Study from Retail Banking

ERIC Educational Resources Information Center

Hetzner, Stefanie; Gartmeier, Martin; Heid, Helmut; Gruber, Hans

2009-01-01

Purpose: The purpose of this paper is to analyse employees' perception of a change at their workplaces and the requirements for learning, and factors supporting or inhibiting learning in the context of this change. Design/methodology/approach: Data collection included personal face-to-face semi-structured interviews with ten client advisors in the…

Engineering students' experiences and perceptions of workplace problem solving

NASA Astrophysics Data System (ADS)

Pan, Rui

In this study, I interviewed 22 engineering Co-Op students about their workplace problem solving experiences and reflections and explored: 1) Of Co-Op students who experienced workplace problem solving, what are the different ways in which students experience workplace problem solving? 2) How do students perceive a) the differences between workplace problem solving and classroom problem solving and b) in what areas are they prepared by their college education to solve workplace problems? To answer my first research question, I analyzed data through the lens of phenomenography and I conducted thematic analysis to answer my second research question. The results of this study have implications for engineering education and engineering practice. Specifically, the results reveal the different ways students experience workplace problem solving, which provide engineering educators and practicing engineers a better understanding of the nature of workplace engineering. In addition, the results indicate that there is still a gap between classroom engineering and workplace engineering. For engineering educators who aspire to prepare students to be future engineers, it is imperative to design problem solving experiences that can better prepare students with workplace competency.

Experiences with a Simulated Learning Environment--The SimuScape©: Virtual Environments in Medical Education

ERIC Educational Resources Information Center

Thies, Anna-Lena; Weissenstein, Anne; Haulsen, Ivo; Marschall, Bernhard; Friederichs, Hendrik

2014-01-01

Simulation as a tool for medical education has gained considerable importance in the past years. Various studies have shown that the mastering of basic skills happens best if taught in a realistic and workplace-based context. It is necessary that simulation itself takes place in the realistic background of a genuine clinical or in an accordingly…

Virtual Golden Foods Corporation: Generic Skills in a Virtual Crisis Environment (A Pilot Study)

ERIC Educational Resources Information Center

Godat, Meredith

2007-01-01

Workplace learning in a crisis-rich environment is often difficult if not impossible to integrate into programs so that students are able to experience and apply crisis management practices and principles. This study presents the results of a pilot project that examined the effective use of a virtual reality (VR) environment as a tool to teach…

Working Information

ERIC Educational Resources Information Center

Lloyd, Annemaree; Somerville, Margaret

2006-01-01

Purpose: The purpose of this article is to explore the contribution that an information literacy approach to the empirical study of workplace learning can make to how people understand and conceptualise workplace learning. Design/methodology/approach: Three cohorts of fire-fighters working in two regional locations in NSW, Australia were…

Workplace Learning: A Concept in Off-Campus Teaching.

ERIC Educational Resources Information Center

Rose, Emma; McKee, Willie; Temple, Bryan K.; Harrison, David K.; Kirkwood, D.

2001-01-01

Discusses types of university-provided workplace learning; identifies problems posed by employee turnover and lack of equipment. Suggests that the problem of too few students to have a cost-effective program can be solved by clustering program offerings for small businesses. (Contains 25 references.) (SK)

Outcomes of a clinical partnership model for undergraduate nursing students.

PubMed

Newton, Jennifer M; Cross, Wendy M; White, Karin; Ockerby, Cherene; Billett, Stephen

2011-08-01

Over the last decade several innovative approaches to enhance students' transition to graduate nurse year have been implemented or piloted. This paper describes a study that investigated how the social practices of clinical partnership placement model underpin workplace learning for undergraduate students as they transitioned to graduate. A mixed method approach was utilized comprising individual interviews with students, observation of clinical workplaces across six different areas of nursing practice, student surveys of the clinical learning environment and participant workshops. Three themes were identified that influenced participants' preparedness for work and enhanced the transition into the workplace: 'organizational familiarity', 'continuity' and 'social participation'. A clinical partnership model offers a degree of work readiness for novices when commencing their professional practice role. It enables individuals to participate and engage in workplace activities which are a central component of their learning.

Learning for sustainability among faith-based organizations in Kenya.

PubMed

Moyer, Joanne M; Sinclair, A John; Diduck, Alan P

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Learning for Sustainability Among Faith-Based Organizations in Kenya

NASA Astrophysics Data System (ADS)

Moyer, Joanne M.; Sinclair, A. John; Diduck, Alan P.

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Workplace wellness using online learning tools in a healthcare setting.

PubMed

Blake, Holly; Gartshore, Emily

2016-09-01

The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidence-based information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n = 188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n = 188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d. 13.71) (t(75) = -14.801, p < 0.0005) with knowledge increases evident for all included topics areas. Usability evaluation showed that participants perceived the tool to be useful (96.4%), engaging (73.8%) and would recommend it to others (86.9%). Healthcare professionals, healthcare educators and pre-registered healthcare students held positive attitudes towards online learning, indicating scope for development of further online packages relating to other important health parameters. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluating Academic Workplaces: The Hyper-Expansive Environment Experienced by University Lecturers in Professional Fields

ERIC Educational Resources Information Center

Boyd, Pete; Smith, Caroline; Ilhan Beyaztas, Dilek

2015-01-01

Academic developers need to understand the situated workplaces of the academic tribes they are supporting. This study proposes the use of the expansive--restrictive workplace learning environment continuum as a tool for evaluation of academic workplaces. The tool is critically appraised through its application to the analysis of workplace…

Gratitude in Workplace Research: A Rossian Approach

ERIC Educational Resources Information Center

Gibbs, Paul

2009-01-01

Workplace learning is complex in form. It is explorative, social and creative enquiry, and because it is carried out in the socio-political domain of the workplace, it is potentially exploitative of all who contribute. This paper suggests that the workplace researcher might conceptualise the contributions of participants as benefits and/or gifts,…

Training for Basic Skills or Educating Workers?: Changing Conceptions of Workplace Education Programs.

ERIC Educational Resources Information Center

Schultz, Katherine

Although the National Workplace Literacy Program is relatively new, a new orthodoxy of program development based on particular understandings of literacy and learning has emerged. Descriptions of two model workplace education programs are the beginning points for an examination of the assumptions contained in most reports of workplace education…

Bring Workplace Assessment into Business Communication Classrooms: A Proposal to Better Prepare Students for Professional Workplaces

ERIC Educational Resources Information Center

Yu, Han

2010-01-01

To help students better understand and be better prepared for professional workplaces, the author suggests that business communication teachers examine and learn from workplace assessment methods. Throughout the article, the author discusses the rationale behind this proposal, reviews relevant literature, reports interview findings on workplace…

Four Essential Dimensions of Workplace Learning

ERIC Educational Resources Information Center

Hopwood, Nick

2014-01-01

Purpose: This conceptual paper aims to argue that times, spaces, bodies and things constitute four essential dimensions of workplace learning. It examines how practices relate or hang together, taking Gherardi's texture of practices or connectedness in action as the foundation for making visible essential but often overlooked dimensions of…

Distributed Systems of Generalizing as the Basis of Workplace Learning

ERIC Educational Resources Information Center

Virkkunen, Jaakko; Pihlaja, Juha

2004-01-01

This article proposes a new way of conceptualizing workplace learning as distributed systems of appropriation, development and the use of practice-relevant generalizations fixed within mediational artifacts. This article maintains that these systems change historically as technology and increasingly sophisticated forms of production develop.…

Managing the Collaborative Learning Environment.

ERIC Educational Resources Information Center

Wagner, June G.

2002-01-01

The feature story in this issue, "Managing the Collaborative Learning Environment," focuses on the growing emphasis on teamwork in the workplace. It discusses how the concept of empowering employees in the workplace is evolving and the benefits--faster decision making, lower costs and absenteeism, higher productivity and quality, and…

Informal Learning in Work Environments: Training with the Social Web in the Workplace

ERIC Educational Resources Information Center

Garcia-Penalvo, Francisco J.; Colomo-Palacios, Ricardo; Lytras, Miltiadis D.

2012-01-01

The Internet and its increasing usage has changed informal learning in depth. This change has affected young and older adults in both the workplace and in higher education. But, in spite of this, formal and non-formal course-based approaches have not taken full advantage of these new informal learning scenarios and technologies. The Web 2.0 is a…

Facilitating Workplace Learning and Change: Lessons Learned from the Lectores in Pre-War Cigar Factories

ERIC Educational Resources Information Center

Germain, Marie-Line; Grenier, Robin S.

2015-01-01

Purpose: This study aims to describe the lectores (readers) who read the world news and works of literature to workers in pre-World War II cigar factories in Tampa, Florida, and in New York City. The paper addresses the need for more examination of some neglected aspects of workplace learning by presenting a more critical approach to workplace…

Flowers in the Desert: The Impact of Policy on Basic Skills Provision in the Workplace

ERIC Educational Resources Information Center

Finlay, Ian; Hodgson, Ann; Steer, Richard

2007-01-01

In this paper we argue that learning in the workplace can bring considerable benefits for learners and employers. It draws on data from in-depth interviews and secondary sources from eight sites of work-based learning as part of wider research into the effects of five national policy mechanisms within the Learning and Skills Sector. We also have…

Informal interprofessional learning: visualizing the clinical workplace.

PubMed

Wagter, Judith Martine; van de Bunt, Gerhard; Honing, Marina; Eckenhausen, Marina; Scherpbier, Albert

2012-05-01

Daily collaboration of senior doctors, residents and nurses involves a major potential for sharing knowledge between professionals. Therefore, more attention needs to be paid to informal learning to create strategies and appropriate conditions for enhancing and effectuating informal learning in the workplace. The aim of this study is to visualize and describe patterns of informal interprofessional learning relations among staff in complex care. Questionnaires with four network questions - recognized as indicators of informal learning in the clinical workplace - were handed out to intensive and medium care unit (ICU/MCU) staff members (N = 108), of which 77% were completed and returned. Data were analyzed using social network analysis and Mokken scale analysis. Densities, tie strength and reciprocity of the four networks created show MCU and ICU nurses as subgroups within the ward and reveal central but relatively one-sided relations of senior doctors with nurses and residents. Based on the analyses, we formulated a scale of intensity of informal learning relations that can be used to understand and stimulate informal interprofessional learning.

Low-Income Low-Qualified Employees' Access to Workplace Learning

ERIC Educational Resources Information Center

McPherson, Rebecca; Wang, Jia

2014-01-01

Purpose: The purpose of this paper was to investigate the embedded process that enables or constrains low-income low-qualified employees' access to workplace learning in small organizations. Design/methodology/approach: Informed by the sociomaterial approach and cultural historical activity theory, this study adopted a qualitative cross-case study…

Making Judgments on the Basis for Workplace Learning: Towards an Epistemology of Practice.

ERIC Educational Resources Information Center

Beckett, David; Hager, Paul

2000-01-01

Interviews illustrating professional judgment support characteristics of informal workplace learning: contingent, practical, process, particular, and affective-social. Growth in the capacity to make judgments occurs in three ways (1) ability to separate initial need from actualization of judgment; (2) ability to interpret conative-emotive and…

Getting Closer: Workplace Guidance for Lifelong Learning

ERIC Educational Resources Information Center

Plant, Peter; Turner, Bob

2005-01-01

The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co-operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about…

Exploring the Link between Self-Efficacy, Workplace Learning and Clinical Practice

ERIC Educational Resources Information Center

Cox, Jennifer; Simpson, Maree Donna

2016-01-01

Pre-registration nurse education includes both conceptual and practical elements to prepare graduates for the transition to clinical practice. Workplace learning plays an important role in developing students' confidence, clinical skills and competency. This paper explores the, perhaps overlooked, centrality of self-efficacy to all areas of…

Self-Directed Workplace Learning.

ERIC Educational Resources Information Center

1998

This document contains four papers from a symposium on self-directed workplace learning. "Self-Directed Work Teams: Implementation and Performance" (Marcel van der Klink, Hilde ter Horst) discusses the results of a study examining the implementation and effects of self-directed work teams in a land register office and the role of the…

Inside the VA: How Workplace Training Evaluation Impacts Employee Performance

ERIC Educational Resources Information Center

Emerson, Timica F.

2017-01-01

Employee performance and patient satisfaction are strong indicators of the current state of a healthcare organization. Workplace training programs are used to teach employees the knowledge and skills necessary to effectively perform on the job. Instructor-led, online, blended and independent learning events are produced to address learning needs…

The Employer Perspective: A Survey of Employer Participation in Structured Workplace Learning, 2000.

ERIC Educational Resources Information Center

AMR Interactive (Australia).

In 2000, a quantitative telephone survey of 2,098 businesses in Australia determined employer awareness of and participation in structured workplace learning (SWL) programs. It explored "drivers" of participation and employers' decision-making process. Comparisons with a 1998 survey identified changes in employer awareness, attitudes,…

Adaptive Feedback Improving Learningful Conversations at Workplace

ERIC Educational Resources Information Center

Gaeta, Matteo; Mangione, Giuseppina Rita; Miranda, Sergio; Orciuoli, Francesco

2013-01-01

This work proposes the definition of an Adaptive Conversation-based Learning System (ACLS) able to foster computer-mediated tutorial dialogues at the workplace in order to increase the probability to generate meaningful learning during conversations. ACLS provides a virtual assistant selecting the best partner to involve in the conversation and…

Educating for interprofessional practice: moving from knowing to being, is it the final piece of the puzzle?

PubMed

Ward, Helena; Gum, Lyn; Attrill, Stacie; Bramwell, Donald; Lindemann, Iris; Lawn, Sharon; Sweet, Linda

2017-01-06

Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field. Interviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups. This analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice. Building on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored.

Workplace Literacy: The Effects of an In-house Program on the Organization.

ERIC Educational Resources Information Center

Fretz, Barbara

The effects of an in-house workplace literacy program on an organization are examined. A small Canadian manufacturing plant that began a workplace literacy program called Learning in the Workplace in 1990 was the site of this case study research. The plant was CCL Custom Manufacturing, which specialized in household powder-based products. Four…

Correlates of New Graduate Nurses' Experiences of Workplace Mistreatment.

PubMed

Read, Emily; Laschinger, Heather K

2015-10-01

This study explores correlates of new graduate nurses’ experiences of workplace mistreatment. New graduate nurses’ experiences of workplace mistreatment, such as bullying, coworker incivility, and supervisor incivility, negatively influence nurses’ work and health. It is unclear whether these forms of workplace mistreatment have similar precipitating factors and outcomes. We surveyed 342 new graduate nurses in Ontario to explore correlates of 3 forms of workplace mistreatment. Workplace incivility and bullying were significantly related to authentic leadership, structural empowerment, worklife fit, and psychological capital. Bullying was more strongly related to job satisfaction, emotional exhaustion, and mental and physical health outcomes than supervisor and coworker incivility. New graduate nurses’ experiences of 3 types of workplace mistreatment are related to organizational and health factors, although bullying appears to have stronger negative effects.

The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice

PubMed Central

2013-01-01

Background In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars’ and supervisors’ experience regarding the portfolio’s educational impact, acceptability, and perceived usefulness for assessment of competence. Methods Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes. Results The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment. Conclusions The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment. PMID:24207009

The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice.

PubMed

Jenkins, Louis; Mash, Bob; Derese, Anselme

2013-11-08

In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars' and supervisors' experience regarding the portfolio's educational impact, acceptability, and perceived usefulness for assessment of competence. Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes. The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment. The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment.

Learning and the New Workplace: Impacts of Technology Change on Postsecondary Career and Technical Education

ERIC Educational Resources Information Center

Washbon, Janet L.

2012-01-01

The experience of technology change pervades people's lives. Sometimes it comes in the guise of a new smart phone, e-reader, or patch for a leaky artery. Other times, it appears as a new way to track packages, connect with others through social networks, or find one's way around an unfamiliar place. Or it reveals itself as a new surgical…

Students' Experiences of Autonomy, Competence, Social Relatedness and Interest within a CSCL Environment in Vocational Education: The Case of Commerce and Business Administration

ERIC Educational Resources Information Center

Minnaert, Alexander; Boekaerts, Monique; de Brabander, Cornelis; Opdenakker, Marie-Christine

2011-01-01

To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics that affect students' developing interest. Aiming at students to become self-regulated learners, teachers should act as mindful coaches, encouraging their students to monitor the quality of collaborative group work. A field…

Learning in the School Workplace: Knowledge Acquisition and Modelling in Preparatory Vocational Secondary Education

ERIC Educational Resources Information Center

van Schaik, Martijn; van Oers, Bert; Terwel, Jan

2010-01-01

This paper addresses the composite question of whether it is better in vocational education to allow students to design their own models and guide them while doing so, or to provide them with ready-made models. To answer this question we set up a design experiment in which students were asked to work on real-life assignments, guided by teachers in…

"I'm Not Like That, Why Treat Me the Same Way?" The Impact of Stereotyping International Students on Their Learning, Employability and Connectedness with the Workplace

ERIC Educational Resources Information Center

Tran, Ly Thi; Vu, Thao Thi Phuong

2016-01-01

A significant body of literature on international education examines the experiences of international students in the host country. There is however a critical lack of empirical work that investigates the dynamic and complex positioning of international students within the current education-migration nexus that prevails international education in…

The Formal and Situated Learning of Beginning Teacher Educators in England: Identifying Characteristics for Successful Induction in the Transition from Workplace in Schools to Workplace in Higher Education

ERIC Educational Resources Information Center

Harrison, Jennifer; McKeon, Frankie

2008-01-01

We present interview data from the early stages of a longitudinal study on the emerging professional, academic identities of five beginning teacher educators. We identify the main facilitators and barriers which support different types of professional learning. Barriers in the early stages include: a reliance on trial and error learning,…

Knowledge Types Used by Researchers and Wool Producers in Australia under a Workplace Learning Typology: Implications for Innovation in the Australian Sheep Industry

ERIC Educational Resources Information Center

Thompson, Lyndal-Joy; Reeve, Ian

2011-01-01

This paper reports on research into the learning aspects of adopting integrated parasite management practices for sheep (IPM-s) applying a workplace learning framework. An analysis of four primary data sources was conducted; a postal survey of Australian wool producers, a Delphi process with IPM-s researchers, focus groups and interviews with wool…

Let's Get Real: Deeper Learning and the Power of the Workplace. Deeper Learning Research Series. Executive Summary

ERIC Educational Resources Information Center

Hoffman, Nancy

2015-01-01

In the United States, we tend to assume that young people should become educated and then go to work, as though the two were entirely separate stages of life. This dichotomy blinds us to the fact that work itself can be a powerful means of education. Indeed, the workplace is where many young people become most engaged in learning high-level skills…

Using theories of learning in workplaces to enhance physiotherapy clinical education.

PubMed

Patton, Narelle; Higgs, Joy; Smith, Megan

2013-10-01

Clinical education has long been accepted as integral to the education of physiotherapy students and their preparation for professional practice. The clinical environment, through practice immersion, situates students in a powerful learning context and plays a critical role in students' construction of professional knowledge. Despite this acknowledged centrality of practice and clinical environments to the students' experiential construction of professional knowledge, there has been limited exploration of learning theories underpinning clinical education in the literature. In this paper, we explore a selection of learning theories underpinning physiotherapy clinical education with a view to providing clinical educators with a firm foundation on which to base wise educational practices and potentially enhance physiotherapy students' clinical learning experiences. This exploration has drawn from leading thinkers in the field of education over the past century.

Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM).

PubMed

Strand, Pia; Sjöborg, Karolina; Stalmeijer, Renée; Wichmann-Hansen, Gitte; Jakobsson, Ulf; Edgren, Gudrun

2013-12-01

There is a paucity of instruments designed to evaluate the multiple dimensions of the workplace as an educational environment for undergraduate medical students. The aim was to develop and psychometrically evaluate an instrument to measure how undergraduate medical students perceive the clinical workplace environment, based on workplace learning theories and empirical findings. Development of the instrument relied on established standards including theoretical and empirical grounding, systematic item development and expert review at various stages to ensure content validity. Qualitative and quantitative methods were employed using a series of steps from conceptualization through psychometric analysis of scores in a Swedish medical student population. The final result was a 25-item instrument with two overarching dimensions, experiential learning and social participation, and four subscales that coincided well with theory and empirical findings: Opportunities to learn in and through work & quality of supervision; Preparedness for student entry; Workplace interaction patterns & student inclusion; and Equal treatment. Evidence from various sources supported content validity, construct validity and reliability of the instrument. The Undergraduate Clinical Education Environment Measure represents a valid, reliable and feasible multidimensional instrument for evaluation of the clinical workplace as a learning environment for undergraduate medical students. Further validation in different populations using various psychometric methods is needed.

Mobile technology supporting trainee doctors’ workplace learning and patient care: an evaluation

PubMed Central

2013-01-01

Background The amount of information needed by doctors has exploded. The nature of knowledge (explicit and tacit) and processes of knowledge acquisition and participation are complex. Aiming to assist workplace learning, Wales Deanery funded “iDoc”, a project offering trainee doctors a Smartphone library of medical textbooks. Methods Data on trainee doctors’ (Foundation Year 2) workplace information seeking practice was collected by questionnaire in 2011 (n = 260). iDoc baseline questionnaires (n = 193) collected data on Smartphone usage alongside other workplace information sources. Case reports (n = 117) detail specific instances of Smartphone use. Results Most frequently (daily) used information sources in the workplace: senior medical staff (80% F2 survey; 79% iDoc baseline); peers (70%; 58%); and other medical/nursing team staff (53% both datasets). Smartphones were used more frequently by males (p < 0.01). Foundation Year 1 (newly qualified) was judged the most useful time to have a Smartphone library because of increased responsibility and lack of knowledge/experience. Preferred information source varied by question type: hard copy texts for information-based questions; varied resources for skills queries; and seniors for more complex problems. Case reports showed mobile technology used for simple (information-based), complex (problem-based) clinical questions and clinical procedures (skills-based scenarios). From thematic analysis, the Smartphone library assisted: teaching and learning from observation; transition from medical student to new doctor; trainee doctors’ discussions with seniors; independent practice; patient care; and this ‘just-in-time’ access to reliable information supported confident and efficient decision-making. Conclusion A variety of information sources are used regularly in the workplace. Colleagues are used daily but seniors are not always available. During transitions, constant access to the electronic library was valued. It helped prepare trainee doctors for discussions with their seniors, assisting the interchange between explicit and tacit knowledge. By supporting accurate prescribing and treatment planning, the electronic library contributed to enhanced patient care. Trainees were more rapidly able to medicate patients to reduce pain and more quickly call for specific assessments. However, clinical decision-making often requires dialogue: what Smartphone technology can do is augment, not replace, discussion with their colleagues in the community of practice. PMID:23336964

An interview study of how clinical teachers develop skills to attend to different level learners.

PubMed

Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

Social support in the workplace for physicians in specialization training

PubMed Central

Mikkola, Leena; Suutala, Elina; Parviainen, Heli

2018-01-01

ABSTRACT When becoming a specialist, learning-through-service plays a significant role. The workplace affords good opportunities for learning, but the service-learning period may also impose stress on phycisians in specialization training. In medical work, social support has proved to be a very important factor in managing stress. Social support may afford advantages also for learning and professional identity building. However, little was known about how social support is perceived by doctors in specialization training. This study aimed to understand the perceptions of physicians in specialization training regarding social support communication in their workplace during their learning-through-service period. The study was conducted qualitatively by inductively analyzing the physicians’ descriptions of workplace communication. The dataset included 120 essays, 60 each from hospitals and primary healthcare centres. Physicians in specialization training explained the need of social support with the responsibilities and demands of their clinical work and the inability to control and manage their workloads. They perceived that social support works well for managing stress, but also for strengthening relational ties and one’s professional identity. A leader’s support was perceived as being effective, and both senior and junior colleagues were described as an important source of social support. Also co-workers, such as the individual nurse partner with whom one works, was mentioned as an important source of social support. The results of this study indicate that social support works at the relational and identity levels, which is due to the multi-functional nature of workplace communication. For example, consultation functions as situational problem-solving, but also the tone of social interaction is meaningful. Thus, strengthening one’s professional identity or collegial relationships requires further attention to workplace communication. Abbreviations PiST: Physician in specialization training PMID:29464988

Social support in the workplace for physicians in specialization training.

PubMed

Mikkola, Leena; Suutala, Elina; Parviainen, Heli

2018-12-01

When becoming a specialist, learning-through-service plays a significant role. The workplace affords good opportunities for learning, but the service-learning period may also impose stress on phycisians in specialization training. In medical work, social support has proved to be a very important factor in managing stress. Social support may afford advantages also for learning and professional identity building. However, little was known about how social support is perceived by doctors in specialization training. This study aimed to understand the perceptions of physicians in specialization training regarding social support communication in their workplace during their learning-through-service period. The study was conducted qualitatively by inductively analyzing the physicians' descriptions of workplace communication. The dataset included 120 essays, 60 each from hospitals and primary healthcare centres. Physicians in specialization training explained the need of social support with the responsibilities and demands of their clinical work and the inability to control and manage their workloads. They perceived that social support works well for managing stress, but also for strengthening relational ties and one's professional identity. A leader's support was perceived as being effective, and both senior and junior colleagues were described as an important source of social support. Also co-workers, such as the individual nurse partner with whom one works, was mentioned as an important source of social support. The results of this study indicate that social support works at the relational and identity levels, which is due to the multi-functional nature of workplace communication. For example, consultation functions as situational problem-solving, but also the tone of social interaction is meaningful. Thus, strengthening one's professional identity or collegial relationships requires further attention to workplace communication. Abbreviations PiST: Physician in specialization training.

Management of Nursing Workplace Incivility in the Health Care Settings: A Systematic Review.

PubMed

Armstrong, Nancy

2018-05-01

Workplace incivility is a well-documented issue in nursing in the health care setting. It has the potential to cause emotional and physical distress in victims and potentially affects the quality of care provided. The purpose of this study was to critique and summarize the most recent, available evidence related to interventions in assisting nursing staff working in health care settings in managing incivility. This systematic review of literature yielded 10 studies meeting the criteria. The studies were mostly identified as lower quality research. Despite the lower quality of research, the collection of evidence suggests the use of a combination of educational training about workplace incivility, training about effective responses to uncivil workplace behaviors, and active learning activities to practice newly learned communication skills, in assisting nurses in improving their ability to manage incivility in the workplace.

Work-engaged nurses for a better clinical learning environment: a ward-level analysis.

PubMed

Tomietto, Marco; Comparcini, Dania; Simonetti, Valentina; Pelusi, Gilda; Troiani, Silvano; Saarikoski, Mikko; Cicolini, Giancarlo

2016-05-01

To correlate workgroup engagement in nursing teams and the clinical learning experience of nursing students. Work engagement plays a pivotal role in explaining motivational dynamics. Nursing education is workplace-based and, through their clinical placements, nursing students develop both their clinical competences and their professional identity. However, there is currently a lack of evidence on the role of work engagement related to students' learning experiences. A total of 519 nurses and 519 nursing students were enrolled in hospital settings. The Utrecht Work Engagement Scale (UWES) was used to assess work engagement, and the Clinical Learning Environment and Supervision plus nurse Teacher (CLES+T) scale was used to assess students' learning experience. A multilevel linear regression analysis was performed. Group-level work engagement of nurses correlated with students' clinical learning experience (β = 0.11, P < 0.001). Specifically, the 'absorption' and 'dedication' factors mostly contributed to enhancing clinical learning (respectively, β = 0.37, P < 0.001 and β = 0.20, P < 0.001). Nursing teams' work engagement is an important motivational factor to enhance effective nursing education. Nursing education institutions and health-care settings need to conjointly work to build effective organisational climates. The results highlighted the importance of considering the group-level analysis to understand the most effective strategies of intervention for both organisations and nursing education. © 2015 John Wiley & Sons Ltd.

Paediatric team handover: a time to learn?

PubMed

Bradley, Stephen; Egan, John P; Henning, Marcus

2018-06-08

Paediatric team handovers provide medical professionals and students with the opportunity to exchange clinically relevant information about patients. This study explored the extent to which learning opportunities existed and were utilised within paediatric team handovers in New Zealand secondary hospitals. We undertook a qualitative, two-site case study within two paediatric departments in 2014 and 2015, and interviewed 29 participants, including medical students, junior doctors and consultants. We conducted a thematic analysis using a general inductive approach. Participants' narratives revealed that safe transfer of pertinent patient information between clinicians was the primary function of team handover. They described learning as an additional key component. Most learning opportunities were reported to be informal and opportunistic, related to the specific patients whose care was discussed within each handover. Handover team members indicated that implicit learning occurred as a feature of their handover experience. Learning opportunities exist within team handovers and the associated learning frequently occurs either opportunistically or implicitly. Adoption of a reflective approach to learning opportunities is likely to result in improved educational experiences for handover participants, particularly medical students and junior doctors. Handover represents a clinical event within which valuable workplace learning occurs.

Integrating research, clinical care, and education in academic health science centers.

PubMed

King, Gillian; Thomson, Nicole; Rothstein, Mitchell; Kingsnorth, Shauna; Parker, Kathryn

2016-10-10

Purpose One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue. Design/methodology/approach This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs. Findings An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge. Practical implications The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs. Originality/value The model's potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

Workplace Learning: The Roles of Knowledge Accessibility and Management

ERIC Educational Resources Information Center

Li, Jessica; Brake, Gary; Champion, Angeline; Fuller, Tony; Gabel, Sandy; Hatcher-Busch, Lori

2009-01-01

Purpose: The purpose of this paper is to examine how knowledge management systems have been used by the studied organizations to improve knowledge accessibility and knowledge sharing in order to increase workplace learning. Design/methodology/approach: The study relies on a qualitative multisite case study method. Data were obtained from five…

VISIONS2 Learning for Life Initiative. Workplace Literacy Implementation Model.

ERIC Educational Resources Information Center

Walsh, Chris L.; Ferguson, Susan E.; Taylor, Mary Lou

This document presents a model for implementing workplace literacy education that focuses on giving front-line workers or first-line workers basic skills instruction and an appreciation for lifelong learning. The introduction presents background information on the model, which was developed during a partnership between a technical college and an…

Researching Learning at Work: Exploring an Academic-Workplace Partnership

ERIC Educational Resources Information Center

Phelan, Anne M.; Harrington, Aleisha D.; Mercer, Eileen

2004-01-01

This article examines how a research partnership between a university-based research centre and a regional health authority operated as a context for promoting and examining continuous learning in the workplace. The article identifies and explores the issues and questions that emerged in the effort to establish a stable and supportive research…

Should Mobile Learning Be Compulsory for Preparing Students for Learning in the Workplace?

ERIC Educational Resources Information Center

Fuller, Richard; Joynes, Viktoria

2015-01-01

From the contexts of current social, educational and health policy, there appears to be an increasingly inevitable "mobilisation" of resources in medicine and health as the use mobile technology devices and applications becomes widespread and culturally "normed" in workplaces. Over the past 8 years, students from the University…

Boundary Crossings: Using Participatory Theatre as a Site for Deepening Learning

ERIC Educational Resources Information Center

Kumrai, Rajni Rani; Chauhan, Vipin; Hoy, Jane

2011-01-01

Amongst the academic community there has been an increasing acceptance that knowledge and learning is no longer situated solely within academic settings and that workplace settings are also legitimate spaces for reflecting on practice in order to enhance professional capabilities. Learners are uniquely placed to draw on their workplace experiences…

Learning Documentations in VET Systems: An Analysis of Current Swiss Practices

ERIC Educational Resources Information Center

Caruso, Valentina; Cattaneo, Alberto; Gurtner, Jean-Luc

2016-01-01

Swiss vocational education and training (VET) is defined as a dual-track system where apprentices weekly alternate between vocational school and a (real) workplace. At the workplace, they have to keep a learning documentation throughout their training, in which they are expected to regularly document their professional development. The actual use…

Towards a Knowledge-Rich Learning Environment in Preparatory Secondary Education

ERIC Educational Resources Information Center

van Schaik, Martijn; van Oers, Bert; Terwel, Jan

2011-01-01

In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a "knowledge-rich" workplace? (2) What is the role of models and modelling in the teaching/learning…

Workplace Learning Issues. Symposium 31. [AHRD Conference, 2001].

ERIC Educational Resources Information Center

2001

This document contains three papers on workplace learning issues and human resource development. "The Impact of Self-Management on Training Participation" (Jasper B. van Loo, Andries de Guip, Jo G.L. Thijssen) combines HRD and economic theory to in an attempt to explain the relationship between self-management and training participation.…

Context, Agency and Professional Workplace Learning: Trainee Accountants in Large and Small Practices

ERIC Educational Resources Information Center

Bishop, Daniel

2017-01-01

Purpose: The purpose of this paper is to investigate the ways in which organisational context and individual agency interact (co-participate) to shape the workplace learning of graduate trainee accountants, and to examine the role of firm size in conditioning this interaction. Design/methodology/approach: A qualitative, comparative approach was…

Technological Change and Skills Development. EEE700 Adults Learning: The Changing Workplace A.

ERIC Educational Resources Information Center

Bernard, Elaine

This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the relationship between technological change and skills development. The following topics are discussed: the new technological…

Language and Literacy in Workplace Education: Learning at Work. Language in Social Life Series.

ERIC Educational Resources Information Center

Mawer, Giselle; Fletcher, Lee; McCall, Julia; O'Grady, Catherine; Ong, Bee Jong

Interweaving theory and commentary with case studies, this book explores a multifaceted approach to workplace education that develops workers' skills and integrates learning, language, and cross-cultural issues into work, communication, and management practices. Chapter 1 explores the changing world of work and implications for workforce skill…

Senior Secondary Workplace Learning and Transition Success in Australia

ERIC Educational Resources Information Center

Gemici, Sinan; Curtis, David D.

2012-01-01

Purpose: The purpose of this paper is to examine the effectiveness of participation in workplace learning among senior secondary students in Australia. Work placements are deemed to be effective if they meet policy objectives of improving student transitions by (a) enhancing Year 12 completion rates and (b) increasing the engagement of…

Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace

ERIC Educational Resources Information Center

Ravenscroft, A.; Schmidt, A.; Cook, J.; Bradley, C.

2012-01-01

This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software…

The Impact of Emotion and Power Relations on Workplace Learning

ERIC Educational Resources Information Center

Sebrant, Ulla

2008-01-01

In a previous ethnographic study (Sebrant, 2000) a social constructionist view of how social identity is produced among professional groups in Swedish healthcare was developed. Looking at the workplace as an important environment for identity construction suggested that these processes were conditions for learning. The purpose of this paper is to…

Learning "Social Responsibility" in the Workplace: Conjuring, Unsettling, and Folding Boundaries

ERIC Educational Resources Information Center

Fenwick, Tara

2011-01-01

This article proceeds from the argument that while the discourse of social responsibility (SR) is increasingly evident in pedagogies circulating through the workplace, its actual practices tend to be obscured beneath complex tensions and moral precepts presented as self-evident. Through an examination of individuals' learning of SR in the…

Workplace Learning: A Trade Union Failure to Service Needs

ERIC Educational Resources Information Center

Stroud, Dean; Fairbrother, Peter

2008-01-01

Purpose: The purpose of this paper is to open up discussion about the relationship between trade unions and workplace learning. Design/methodology/approach: The paper is based on an analysis of a series of case-studies of restructuring in the European steel industry, incorporating interviews, observation and documentary analysis. Findings: The…

Organising Workplace Learning: An Inter-Organisational Perspective

ERIC Educational Resources Information Center

Svensson, Lennart; Randle, Hanne; Bennich, Maria

2009-01-01

Purpose: The purpose of this paper is to argue that both the supply-based model and the demand-based form of vocational education and training (VET) have their limitations and propose a "third way" in which reflective learning in the workplace is a central ingredient. Design/methodology/approach: The data was collected from several…

Exploring asthma in the workplace: A triangulation of perspectives from management, employees and people with asthma.

PubMed

Zhao, Denise H; Cheung, Janet M Y; Smith, Lorraine; Saini, Bandana

2017-08-31

People with asthma spend a significant amount of time in the workplace but little is known about the current state of disease management in such contexts. The aim of the current study is to explore the experiences, attitudes and perceptions of asthma across different stakeholders in the workplace to help inform potential recommendations for workplace asthma policies. Using purposive and convenience sampling methods, in-depth semi-structured interviews were conducted in Australia with 5 human resource personnel, 10 employees with asthma and 10 employees without asthma. Interviews were guided by a schedule of questions focusing on attitudes and experiences of people with asthma in the workplace, which were audio recorded, transcribed verbatim and thematically analysed. Analysis of the qualitative dataset revealed three key themes: Beliefs and Attitudes about Asthma, Asthma Solutions in the Workplace and Workplace Obstacles. Findings suggest that employees with asthma experience problems managing their asthma at work and there is a lack of workplace support in relation to asthma emergency management. Key recommendations for workplace asthma policies have been made to provide better support for employees with asthma. However, further investigation into the experience of managing asthma is required in a wider variety of occupations and work experiences to inform the development of a workplace asthma policy.

Distance learning in toxicology: Australia's RMIT program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ahokas, Jorma; Donohue, Diana; Rix, Colin

2005-09-01

RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver themore » toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalisation of content; interactive participation; and the assessment procedures.« less

Rural Workplace Literacy Demonstration Project. Welding Curriculum. Dorsey Trailers, Inc.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum guide contains workplace-specific instructional materials developed for use in a rural workplace literacy demonstration project, specifically with welders. Contents include a student assessment form, instructional objectives, pre- and posttests, learning activities (some locally developed and some selected from commercially…

Impact of interpersonal relations on learning and development of professional identity: A study of residents' perceptions.

PubMed

Blouin, Danielle

2018-06-01

Informal learning includes all occurrences during one's life when learning is not deliberate. Prior research on informal learning in healthcare contexts examined learning happening outside of the formal curriculum, yet still in the workplace. This study explores residents' perceptions about extracurricular factors outside of the workplace that contribute to their learning and development of professional identity, whether interpersonal relations are recognised as such factors, and positive and negative impacts of interpersonal relations. In this qualitative study, all 21 residents in our Emergency Medicine programme were asked, in a web-based survey with open-ended questions, to identify extracurricular sources outside of the workplace perceived as contributing to their learning and professional identity development, and list positive and negative impacts of interpersonal relations outside of work on learning and identity development. Themes were extracted through content analysis of the narrative responses. Two reviewers coded all data. Thirteen (62%) residents identified 37 factors grouped under five themes: learning activity, role modelling, support, non-clinical academic roles, and social interactions. Interpersonal relations were perceived as having positive and negative impacts, including creating support, positive role modelling and mentoring, increasing concrete learning, as well as lapses in teaching skills, deficits in professional role training, and loss of personal time. Several extracurricular factors outside of the workplace contribute to resident learning and identity development, including interpersonal relations, which have positive and negative impacts. The most often noted negative impact of interpersonal relations outside of work between residents and faculty related to perceived lapses in teaching skills. © 2018 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Educating Managers to Create Healthy Workplaces

ERIC Educational Resources Information Center

Gilbreath, Brad

2012-01-01

This article provides management educators with a comprehensive, research-based set of concepts they can use to enrich students' understanding of how to create healthy workplaces. To assist with that endeavor, learning objectives related to creating healthy workplaces are provided. Work environment stressors are discussed along with human and…

Developing Literacy for the Workplace.

ERIC Educational Resources Information Center

Keeley, Meg

This paper presents a case and some ideas for integrating basic skills development with occupational training. Explaining why traditional instructional methods do not work in the workplace, the paper summarizes learning theories that support work force literacy programs. It explains how to identify the skills needed in the workplace, provides…

Workplace Math. EPIC Workplace Learning Project, 1996.

ERIC Educational Resources Information Center

King, Catherine; Cyr, Anne Reis; Gross, Mary; Armstrong, Ray

Designed as a reference for teaching mathematics in the workplace, this manual presents teaching strategies and activities for beginning, intermediate, and advanced learners in four mathematics-related topics. Following an overview of the manual's purpose, definitions are provided of the three skill levels targeted by the activities. Strategies…

Empowering the ESL Worker within the New Work Order.

ERIC Educational Resources Information Center

Moore, Rita A.

1999-01-01

Investigates issues of empowerment and language learning for English-as-a-Second-Language workers (in workplace literacy projects) making the transition from one type of workplace culture to another. Describes the project and participants, how workplace structures and linguistic hierarchies disempowered second-language learners, benefits of…

Social identity management strategies used by workers with acquired hearing loss.

PubMed

Jennings, Mary Beth; Southall, Kenneth; Gagné, Jean-Pierre

2013-01-01

There is a paucity of knowledge about social identity-management by persons with hearing loss. The objective of the study was to gain an understanding from the perspective of the participants, the ways in which workers with acquired hearing loss manage their identity in the workplace. Twelve persons with acquired hearing loss, who were gainfully employed in a variety of settings and occupations in three Canadian cities, participated in audio-recorded semi-structured interviews. A secondary qualitative analysis was conducted on transcripts of interviews collected in a previous study on factors that influence disclosure of hearing loss in the workplace. A qualitative descriptive research paradigm was adopted and content analyses were used to extract pertinent information from verbatim transcripts. Participants described a range of identity-management strategies enacted in the workplace. Five recurrent themes emerged as important considerations in the Art of Identity Management in the workplace: 1. Managing the situation, 2. Having a buddy system, 3. Feeling comfortable, 4. Using personal resources, 5. It gets easier with time. Social identity-management is a complex process. Although persons with acquired hearing loss experience different challenges from other persons with invisible stigmas, similarities in the range of social identity-management strategies employed were evident in our findings. In addition, the social cognitive learning model of disclosure appears to be relevant to the experiences of our participants. The implications of the findings emphasize the importance of all stakeholders working collaboratively to address the issues of the growing population of workers with hearing loss.

Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

PubMed

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies.

PubMed

Monrouxe, Lynn V; Rees, Charlotte E; Dennis, Ian; Wells, Stephanie E

2015-05-19

To understand the prevalence of healthcare students' witnessing or participating in something that they think unethical (professionalism dilemmas) during workplace learning and examine whether differences exist in moral distress intensity resulting from these experiences according to gender and the frequency of occurrence. Two cross-sectional online questionnaires of UK medical (study 1) and nursing, dentistry, physiotherapy and pharmacy students (study 2) concerning professionalism dilemmas and subsequent distress for (1) Patient dignity and safety breaches; (2) Valid consent for students' learning on patients; and (3) Negative workplace behaviours (eg, student abuse). 2397 medical (67.4% female) and 1399 other healthcare students (81.1% female) responded. The most commonly encountered professionalism dilemmas were: student abuse and patient dignity and safety dilemmas. Multinomial and logistic regression identified significant effects for gender and frequency of occurrence. In both studies, men were more likely to classify themselves as experiencing no distress; women were more likely to classify themselves as distressed. Two distinct patterns concerning frequency were apparent: (1) Habituation (study 1): less distress with increased exposure to dilemmas 'justified' for learning; (2) Disturbance (studies 1 and 2): more distress with increased exposure to dilemmas that could not be justified. Tomorrow's healthcare practitioners learn within a workplace in which they frequently encounter dilemmas resulting in distress. Gender differences could be respondents acting according to gendered expectations (eg, males downplaying distress because they are expected to appear tough). Habituation to dilemmas suggests students might balance patient autonomy and right to dignity with their own needs to learn for future patient benefit. Disturbance contests the 'accepted' notion that students become less empathic over time. Future research might examine the strategies that students use to manage their distress, to understand how this impacts of issues such as burnout and/or leaving the profession. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies

PubMed Central

Monrouxe, Lynn V; Rees, Charlotte E; Dennis, Ian; Wells, Stephanie E

2015-01-01

Objective To understand the prevalence of healthcare students’ witnessing or participating in something that they think unethical (professionalism dilemmas) during workplace learning and examine whether differences exist in moral distress intensity resulting from these experiences according to gender and the frequency of occurrence. Design Two cross-sectional online questionnaires of UK medical (study 1) and nursing, dentistry, physiotherapy and pharmacy students (study 2) concerning professionalism dilemmas and subsequent distress for (1) Patient dignity and safety breaches; (2) Valid consent for students’ learning on patients; and (3) Negative workplace behaviours (eg, student abuse). Participants and setting 2397 medical (67.4% female) and 1399 other healthcare students (81.1% female) responded. Main results The most commonly encountered professionalism dilemmas were: student abuse and patient dignity and safety dilemmas. Multinomial and logistic regression identified significant effects for gender and frequency of occurrence. In both studies, men were more likely to classify themselves as experiencing no distress; women were more likely to classify themselves as distressed. Two distinct patterns concerning frequency were apparent: (1) Habituation (study 1): less distress with increased exposure to dilemmas ‘justified’ for learning; (2) Disturbance (studies 1 and 2): more distress with increased exposure to dilemmas that could not be justified. Conclusions Tomorrow's healthcare practitioners learn within a workplace in which they frequently encounter dilemmas resulting in distress. Gender differences could be respondents acting according to gendered expectations (eg, males downplaying distress because they are expected to appear tough). Habituation to dilemmas suggests students might balance patient autonomy and right to dignity with their own needs to learn for future patient benefit. Disturbance contests the ‘accepted’ notion that students become less empathic over time. Future research might examine the strategies that students use to manage their distress, to understand how this impacts of issues such as burnout and/or leaving the profession. PMID:25991457

Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

ERIC Educational Resources Information Center

Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

2017-01-01

Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

Rethinking UK Small Employers' Skills Policies and the Role of Workplace Learning

ERIC Educational Resources Information Center

Kitching, John

2008-01-01

Small business employers in the UK are widely perceived as adopting a reactive, ad hoc approach to employee skill formation. Employer reliance on workplace learning is often treated, explicitly or implicitly, as evidence of such an approach. Small employers' approaches to skill creation are investigated using data from two employer samples. Three…

Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

ERIC Educational Resources Information Center

Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

2015-01-01

Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

Technology and the Organisation of Work. EEE701 Adults Learning: The Changing Workplace B.

ERIC Educational Resources Information Center

Littler, Craig R.

This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace B, in the Open Campus Program at Deakin University. The first part of the document analyzes the relationship between technology, skill, and work within the context of the debates concerning deskilling and managerial control…

Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity. Digital Education and Learning

ERIC Educational Resources Information Center

Phillips, Michael

2016-01-01

This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated…

Using Problem-Based Learning to Bring the Workplace into the Classroom

ERIC Educational Resources Information Center

Dadd, Kelsie A.

2009-01-01

A modified form of problem-based learning (PBL) with problems based on real workplace scenarios was trialled in a third year university class on Environmental Geology. Problems were developed in consultation with industry and based on their recent projects. These were then modified to allow for the shorter timeframe available, the less developed…

University-Preschool Partnership and Workplace-Based Learning: A Collaborative "Third Space" or No Space at All?

ERIC Educational Resources Information Center

Jónsdóttir, Arna H.

2015-01-01

The article examines the aims of the workplace-based learning of prospective preschool teachers in Iceland and associated cooperative practices between the University of Iceland and preschools. A "third space" of collaboration between these two sites is considered necessary if the education of preschool student teachers is to be…

Recognising Workplace Learning: The Emerging Practices of e-RPL and e-PR

ERIC Educational Resources Information Center

Cameron, Roslyn

2012-01-01

Purpose: The use of e-portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e-portfolio-based RPL (e-RPL) and professional recognition (e-PR) processes in Australia…

Learner Support Requirements for Online Workplace Training in the South African Furniture Industry

ERIC Educational Resources Information Center

MacDonald, Iain S.; Bullen, Mark; Kozak, Robert A.

2010-01-01

A qualitative research project was conducted to evaluate the suitability of e-learning as a means of delivering training to workplace learners in the South African furniture manufacturing sector. Twenty learners participated in a three-month pilot e-learning course and were monitored throughout. While the study was designed primarily to…

Going beyond Competencies: An Exploratory Study in Defining Exemplary Workplace Learning and Performance Practitioners

ERIC Educational Resources Information Center

Smith, Terri Freeman

2009-01-01

This study was an exploratory investigation used to identify exemplary performance in four of the areas of expertise (AOEs) as described in the American Society for Training and Development's "Mapping the Future: New Workplace Learning and Performance Competencies" (2004). Qualitative data were collected from the following four AOEs: (1)…

Workplace Learning & Leadership: A Handbook for Library and Nonprofit Trainers

ERIC Educational Resources Information Center

Reed, Lori; Signorelli, Paul

2011-01-01

The best kind of learning is that which never ends--and a culture of training means that staff will be more flexible and responsive to new ideas and strategies, imperative in today's libraries. In this practical resource, leading workplace trainers Reed and Signorelli offer guidance on improving the effectiveness of training programs. Their book…

How to Measure the Efficacy of VET Workplace Learning: The FET-WL Model

ERIC Educational Resources Information Center

Pineda-Herrero, Pilar; Quesada-Pallarès, Carla; Espona-Barcons, Berta; Mas-Torelló, Óscar

2015-01-01

Purpose: Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL…

The Study of Workplace Learning and Performance Competencies among Pakistani Practitioners

ERIC Educational Resources Information Center

Sherwani, Naseem Saeed

2010-01-01

The purpose of this study was to investigate Pakistani Workplace Learning and Performance (WLP) practitioners' perceptions of the importance of WLP competencies at the present time and in the next five years. The goals were to: (1) identify and characterize a profile of Pakistani WLP practitioners; (2) analyze perceptions of the current and future…