Teachers: Maaike Endedijk & Nick Goossen
Problem statement
In order to stay employable in a fast-changing society, professionals need to continuously learn and develop their knowledge and skills. The majority of professionals’ learning takes place at and from their work. As these learning activities are highly intertwined with their working activities, it is challenging to study these processes and also to develop interventions to support professionals’ workplace learning. We run several projects in both health care and the technical sector to study the following research questions:
- What and how do professionals learn during their daily work?
- How can workplace learning be supported via daily micro-interventions?
- How can we stimulate employees to become more proactive in their workplace learning?
Method
To study daily workplace learning, we use the TiiM-app (BMS-Lab). Micro-interventions can also be provided via this mobile app. Data collection can take place in ongoing projects (Dutch language skills required) or via the student’s own network. Good skills in using Excel, SPSS/R are very helpful in this project.
Profile of the student
Expertise in (digital) behaviour change interventions and/or learning and instruction technology.
Resources
- Bakker, A. B., & Demerouti, E. (2007). The job demands‐resources model: State of the art. Journal of managerial psychology.
- Billett, S. (2001). Learning through work: workplace affordances and individual engagement. The journal of workplace learning, 13(5), 209-214.
- Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33, 403-422.
- Gijbels, D., Raemdonck, I., Vervecken, D., & Van Herck, J. (2012). Understanding work-related learning: the case of ICT workers. Journal of Workplace Learning, 24(6), 416-429.
- Kyndt, E., & Baert, H. (2013). Antecedents of Employees' Involvement in Work-Related Learning: A Systematic Review. Review of Educational Research, 83(2), 273-313. doi:10.3102/0034654313478021
- Kyndt, E., Govaerts, N., Dochy, F., & Baert, H. (2011). The learning intention of low-qualified employees: A key for participation in lifelong learning and continuous training. Vocations and Learning, 4(3), 211.
- Littlejohn, A. (2017). Learning and Work: Professional Learning Analytics. In Handbook of Learning Analytics (pp. 269-277).
- Pennings, H. J. M., Bottenheft, C., Van de Boer-Visschedijk, G. C., & Stubbé, H. E. (2019). Judging informal learning interventions: a vignette study. Journal of Workplace Learning.
- Siadaty, M., Gašević, D., & Hatala, M. (2016). Associations between technological scaffolding and micro-level processes of self-regulated learning: A workplace study. Computers in Human Behavior, 55, 1007-1019.
- Siadaty, M., Gašević, D., Jovanović, J., Milikić, N., Jeremić, Z., Ali, L., . . . Hatala, M. (2012). Learn-B: a social analytics-enabled tool for self-regulated workplace learning. Paper presented at the Proceedings of the 2nd International Conference on Learning Analytics and Knowledge.
- Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130-154. doi:10.1016/j.edurev.2007.12.001
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If you are interested in this theme, please contact the graduation coordinator of PLT: Mireille Post-Hubers