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Author(s): Klink, Marcel van der; Drachsler, Hendrik; Sloep, Peter
Title: Technology-enhanced learning in the workplace
In: Derks, Daantje; Bakker, Arnold (Hrsg.): The psychology of digital media at work, London: Psychology Press, 2012 , S. 145-165
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Englisch
Abstract: Workplace learning has a long history but experienced only modest recognition as something valuable for human resource development in organizations. Lately, however, interest in workplace learning has grown, caused by a number of developments, including the rise of emerging technologies conducive to learning. These emerging technologies fundamentally change our contemporary understanding, and allow a more prominent position of workplace learning in today's human resource development policies. This chapter commences with exploring the concept of workplace learning. The next section offers an overview of the evolving field of workplace learning during the past decades. Then, the fundamental features of workplace learning are discussed. What are they? And which factors predict the learning opportunities in the workplace? Thereafter, the focus of this chapter shifts to how technology enhances workplace learning. Attention is paid to the evolution of technology from media-supported learning, via computer-based training, web-based training, to what we now call technology-enhanced learning. These technologies are not just supportive but in many cases they are prerequisites for creating and organizing learning in the workplace. The power of technology for expanding the opportunities and value of workplace learning is further elaborated in a section that presents three examples of contemporary workplace learning. These examples could not exist or really flourish without the latest technology: a learning network, micro-blogging, and personalised learning environments, respectively. The final section summarises the main trends and discusses topics that deserve further research attention. (Orig.)