Relevant bibliographies by topics / Workplace learner

Academic literature on the topic 'Workplace learner'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Workplace learner"

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Hewett, Suniti, Karen Becker, and Adelle Bish. "Blended workplace learning: the value of human interaction." Education + Training 61, no. 1 (January 14, 2019): 2–16. http://dx.doi.org/10.1108/et-01-2017-0004.

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Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent. Research limitations/implications The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study. Practical implications Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces. Originality/value The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.
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Chen, H. Carrie, and Arianne Teherani. "Workplace affordances to increase learner engagement in the clinical workplace." Medical Education 49, no. 12 (November 27, 2015): 1184–86. http://dx.doi.org/10.1111/medu.12888.

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Hemamalini, N., M. Ramachandran, and Kurinjimalar Ramu. "Exploring the Effects of Work Place Learning in the Robotised Millennium." 1 4, no. 1 (July 1, 2022): 51–56. http://dx.doi.org/10.46632/cllrm/4/1/7.

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In recent years, technology has required workplace learning, continuous professional development, and general training of employees. However, little research has been done in this area to evaluate the methods and effectiveness of these teaching styles and is welcomed by learners. Learning collection designers often use identical policy collections, targeting students or testifying to the success of younger learning students. The word used to describe the education of a very mature learner (mostly in the workplace) of androgyny (according to the knowledge of androgyny knowledge) should have a variety of experiences, while students have only a limited amount so should be basic. The concept of opportunities for learning is borrowed from classroom discourses and expands its understanding of "socially identifiable and identifiable event", including cultural and environmental aspects such as content, time and participant. In this study, teachers are used to examine the sequence of opportunities available to them as they rebuild their roles as learners through relationships with their immediate social and physical contexts. Development, environment and conditions required for workplace learning many ideas aimed at clarifying the factors The following discussion introduces. The workplace learning model is presented in fostering the need for focus change. Outlined in this paper the proposed model of workplace learning on various ideas put forward by accredited academics and incorporates elements relevant to most workplaces.
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O'Donoghue, John, and Theresa Maguire. "The individual learner, employability and the workplace." Journal of European Industrial Training 29, no. 6 (August 2005): 436–46. http://dx.doi.org/10.1108/03090590510610236.

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Ng, Vincent, Diane Ashiru-Oredope, Helena Rosado, and Beth Ward. "Outcomes of a National, Cross-Sector Antimicrobial Stewardship Training Initiative for Pharmacists in England." Pharmacy 9, no. 4 (October 10, 2021): 165. http://dx.doi.org/10.3390/pharmacy9040165.

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(1) Background: Pharmacists play a pivotal role in tackling Antimicrobial resistance through antimicrobial stewardship (AMS) and are well placed to lead behaviour change interventions across the healthcare system; (2) Methods: A cross-sector AMS training initiative for pharmacists was implemented across England, with three cohorts between 2019–2021. Each cohort took part in an introductory workshop, followed- by a workplace-based quality improvement project supported by peer-assisted learning sessions. Completion of training was determined by an end of training assessment after three to four months. Outcome data and learner survey results were collated, anonymised, and analysed by the training provider. (3) Results: In total, 118 pharmacists participated in the introductory workshop, 70% of these subsequently undertook an improvement project, and 48% engaged workplace stakeholders in the process. Interventions were designed by 57% of learners and 18% completed a at least one Plan-Do-Study-Act cycle. Approximately a quarter of learners met the requirements for a Certificate of Completion. Knowledge quiz scores were obtained from 115 learners pre-training and 28 learners post-training. Paired t-tests conducted for 28 learners showed a statistically significant improvement in mean score from 67.7% to 81.1% (p < 0.0001). Sixty-two learner survey responses were received during the training and 21 follow-up survey responses 6 to 12 months post training. Of the 21 responses to the follow-up survey, ongoing quality improvement work and improvement outcomes were reported by nine and six learners, respectively. (4) Conclusions: The delivery of workplace-based training at scale can be challenging, however this study demonstrates that coupling learning with workplace implementation and peer support can promote behaviour change in learners. Further study into the impact of providing pharmacists across sectors and geographies with access to this type of training will help inform ongoing workforce development interventions.
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Chatterjee, Arunangsu, Effie Lai-Chong Law, Alexander Mikroyannidis, Glyn Owen, and Karen Velasco. "Personal Learning Environments in the Workplace." International Journal of Virtual and Personal Learning Environments 4, no. 4 (October 2013): 44–58. http://dx.doi.org/10.4018/ijvple.2013100104.

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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 business factors. These factors are being investigated in this paper, through an exploratory study within a variety of private organisations in the UK. Based on the results of this study, 10 key factors affecting the adoption of PLEs in the workplace have been identified. The authors propose a framework for the adoption and diffusion of PLEs, aiming at informing decision makers within commercial organisations about the successful introduction of novel learning methodologies in their respective organisations.
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Soifer, Rena, Deborah L. Young, and Martha Irwin. "The academy: A learner-centered workplace literacy program." New Directions for Adult and Continuing Education 1989, no. 42 (1989): 65–72. http://dx.doi.org/10.1002/ace.36719894209.

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Griffin, Richard. "Becoming a Learner in the Workplace Wareing Mark Becoming a Learner in the Workplace 100pp £12.99 Quay Books 9781856425087 1856425088." Nursing Standard 30, no. 41 (June 8, 2016): 30. http://dx.doi.org/10.7748/ns.30.41.30.s32.

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Noe, Raymond A., Michael J. Tews, and Alison McConnell Dachner. "Learner Engagement:A New Perspective for Enhancing Our Understanding of Learner Motivation and Workplace Learning." Academy of Management Annals 4, no. 1 (January 2010): 279–315. http://dx.doi.org/10.5465/19416520.2010.493286.

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Noe, Raymond A., Michael J. Tews, and Alison McConnell Dachner. "Learner Engagement:A New Perspective for Enhancing Our Understanding of Learner Motivation and Workplace Learning." Academy of Management Annals 4, no. 1 (January 2010): 279–315. http://dx.doi.org/10.1080/19416520.2010.493286.

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Dissertations / Theses on the topic "Workplace learner"

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Hewett, Suniti. "Engagement and interaction in blended workplace learning: A case study." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98418/4/Suniti_Hewett_Thesis.pdf.

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This thesis is based on a case study of blended workplace learning, investigating learner engagement and interaction in a blended learning program. Results show that various individual, workplace, and program factors influence learner engagement and interaction; and that human interaction has an important role to play in learner engagement in blended learning. The results highlight to designers, facilitators, and learners of blended workplace learning programs, the importance of considering a range of factors and particularly building in human interaction for a successful program.
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Harman, Kerry. "Re-thinking workplace learning : worker subjectivity/ies as sites of alignment and resistance /." Electronic version, 2007. http://hdl.handle.net/2100/542.

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University of Techology, Sydney. Faculty of Education.
The concern of this thesis is the way workplace learning is able to be known and spoken about and the effects of the contemporary privileging of an experiential learning discourse in the workplace. Following an analytic method outlined by Foucault, I explore a field of multiple and mobile force relations between professional developers, trade teachers, workplace learning academics, senior managers, organisational consultants and organisational learning theorists, and the purposes to which discourses of workplace learning might be put. The research site for the study was a recent industry-university collaboration that explored workplace learning in a large public sector organisation. Using various organisational texts including: interview transcripts from workers participating in the industry-university research project, documents produced during the project, documents produced by a Professional Development Unit (the industry partners on the project), and academic texts on organisational learning, I examine the circulation and intersection of different workplace learning discourses. I also examine the positioning, position taking and resistances around the subject position of ‘the workplace learner’ in a workplace. A number of Foucauldian themes guide the analyses in this thesis including: power as multiformed, power as relational, the distribution of power, multiple subjectivities, and subjectivity as a site of resistance. This enables an examination of workplace learning discourses as instruments of power, but also as providing points of resistance. This thesis makes a significant contribution to knowledge in the fields of organisational learning and workplace learning by foregrounding complex mechanisms whereby technologies of power interplay with technologies of the self. These citings/sitings/sightings of power and subjectivity have implications for professional development practices and the ‘management’ of workplace learning, as well as the practices of workplace and organisational learning researchers.
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Kgosimore, David Leepile. "Educators as victims of workplace violence in selected secondary schools in the Capricorn District of the Limpopo Province, South Africa." Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2330.

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Thesis (Ph. D. (Criminology)) --University of Limpopo, 2018
Schools mirror the culture of violence that is endemic in our society. They have therefore become the focus of research on violence. However, much of our knowledge on violence that occurs in schools is on learners as victims of educator-on- learner and learner-on-learner violence; and as perpetrators of learner-on-learner because a great amount of research focuses only on these types of violence. Very little research has been done on teachers as victims of violence, and of learnerperpetrated violence, in particular. The little knowledge that is available indicates that objectionable behaviour, such as ill-discipline, class disruptions, and aggression and violent behaviour are aspects of interpersonal relationships that may cause teachers stress, burnout, job dissatisfaction, ill health, and lead to them quitting the teaching profession. This study investigated learner-perpetrated violence as a school and workplace violence. The results of this study, which are the outcomes of independently conducted qualitative and quantitative studies, confirm the parallel existence of learner-perpetrated violence and teacher stress and related ill health, behavioural reaction and organisational effects. The implications of these results are that the current legislation, the South African Schools Act, and regulations and policies associated with it, is inadequate in preventing the victimisation of teachers by learners, in their workplaces. Hence, this study recommends a model that can be implemented to prevent violence against teachers at a primary, secondary, and tertiary level. Learner violence is an occupational health and safety risk for teachers and needs to be handled in the same was as any other occupational health and safety hazard; hence the desire by teachers to be covered against violence at work under the Occupational Health and Safety Act. It is recommended that future research should focus on the incorporation of violence into the existing list of occupational hazard. This will force employers to take every step possible to prevent the victimisation of teachers in their workplaces. The reduction of incidents of violence against teachers has the potential of slowing teacher attrition down.
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Overton, Stanard Stephanie V. "Motivation to Participate in Workplace Training Within the Intelligence Community and Beyond: A Study of Contributing Factors." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19318.

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Organizations can incur extensive costs to fund training typically available to employees free of charge. However, some employees do not participate. The body of research reviewed in adult education focused on relevant studies and models of contributing factors for participation in academia, the workplace, and the community. No studies were found that investigated the motivation of adults who participate and do not participate in the Intelligence Community (IC).

This study empirically examined the factors that influence adult participation in IC workplace training. The survey instrument was an adapted version of the Education Participation Scale-Alternate (EPS-A) and the Deterrents to Participation Scale-General (DPS-G) with seven open-ended questions to identify factors of adult participation and non-participation in the IC. Respondents (111) were participants and non-participants of leadership development training and consisted of African-American 75 (68%), Caucasian 21 (19%), Multi-Cultural 9 (8%), other 3 (3%), and 81 (75%) women and 27 (25%) men between the age of 21 and 80. Most respondents possessed a bachelor\'s degree or higher 78 (72%), worked in the IC for more than 10 years 36 (33%), and earned an annual family income of more than $130,000 63 (60%). Statistically significant results showed that lack of course relevance and time constraints were perceived deterrents to participation. Communication improvement was identified as a perceived enabler for non-participants. Additional findings of this study revealed four factors"to meet new people, to achieve an occupational goal, to increase my job competence, and to expand my mind-that influenced participation in leadership development training in the IC.

Major themes such as leader or supervisor support, association, encouragement, selection, career advancement, personal growth, and availability of time were highlighted as enablers and deterrents of adult participation in workplace training. These findings enhance the current body of research in adult participation by providing information on participation in the IC that was previously not available in the literature and increase practitioners\' knowledge of contributing factors that might affect the development of future leaders.


Ph. D.
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Murphy, Maureen. "Improving learner reaction, learning score, and knowledge retention through the chunking process in corporate training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5137/.

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The purpose of the study was to investigate the application of the chunking process to the design and delivery of workforce training. Students in a 1-hour course (N = 110) were measured on learner reaction, learning score achievement, and knowledge retention to see whether or not chunking training in a 1-hour session into three 20-minute sessions to match adult attention span resulted in a statistically significant difference from training for 1-hour without chunking. The study utilized a repeated measures design, in which the same individuals in both the control group and experimental group took a reaction survey instrument, a posttest after the training, and again 30 days later. Independent samples t tests were used to compare the mean performance scores of the treatment group versus the control group for both sessions. Cohen's d was also computed to determine effect size. All hypotheses found a statistically significant difference between the experimental and control group.
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Lesperance, Lavone M. "The influence of Myers-Briggs typing and training on the learner-tutor relationship in a workplace mentoring program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/MQ53174.pdf.

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Rateau, Richard James. "Understanding the Employability of College Graduates for Success in the Workplace." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29334.

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In our increasingly competitive world, it is critical that college graduates enter the workplace with the appropriate skills to not only survive but also grow their career. Current college graduates have not consistently acquired the skills needed for success in the workplace to learn and thrive continuously in our rapidly changing world. The Virginia Tech College of Agriculture and Life Science must identify the specific strategies that develop best the needed skills for the success of the graduate and society The purpose of the study was to identify a land grant college of agriculture and life sciencesâ (LGCALS) current programmatic and classroom strategies for developing studentsâ ability to learn and thrive continuously in our rapidly changing world and a (1) explore programmatic strategies for developing studentsâ ability to continuously learn and thrive; (2) explore innovative instructors classroom strategies for developing studentsâ ability to learn and thrive continuously; (3) describe graduates perceptions of career readiness as measured through the bases of competence inventory, and finally; (4) compare programmatic strategies, classroom strategies and graduatesâ perceptions for career readiness. A mixed methods convergent parallel design guided the research. Qualitative interviews were employed for exploring experiences using an interpretive, constructivist, and naturalistic approach for research objectives 1 and 2. A cross sectional survey design and questionnaire, Making the Match, was used to conduct the quantitative research for objective 3. The mixed methods portion of the convergent parallel design was used to frame and explore research objective 4. Findings of the study detail need for curriculum improvement in problem solving, learning, time management, creativity and change, and personal strengths.
Ph. D.
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Frederick, Consuelo V. Sarkees-Wircenski Michelle. "Analyzing learner characteristics, undergraduate experience and individual teamwork knowledge, skills and abilities toward identifying themes to promote higher workforce readiness /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11044.

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Blandin, De Chalain Megan Maire. "Learnerships in South Africa : the role of workplace adjustment as a mediator between social support and learner performance and satifaction." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13648.

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The South African economy is hindered by high unemployment, partly due to a lack of required skills in the country. Learnership programmes were implemented to contribute to skills development however there is limited research into the scope, magnitude and outcomes of these programmes. Previous research into learnerships has highlighted the importance of building support structures into these programmes in order to ensure their effectiveness. This study considered the role that workplace adjustment (self-efficacy, role clarity and social acceptance) has on the relationship between social support (co-workers, family, supervisors and mentors) and job satisfaction and self-perceived performance. Results indicated that coworker, supervisor and mentor support are related to performance via their link with workplace adjustment and that family support is related to job satisfaction via its link with workplace adjustment. This research aimed to create awareness about the internal processes and benefits of support personnel within South African learnerships. The results revealed that the quality rather than the number of support sources provided is important. Positive perceptions of support from co-workers, family, supervisors and/ or mentors was related to higher levels of job satisfaction and self-perceived performance. Additionally, learners who perceived the quality of support offered as high were more adjusted to the workplace. The study may not provide an accurate representation of learnerships in South Africa as a result of limitations such as the use of a self-reporting performance measure. Future research may elicit more accurate and representative analysis through the use of interviews or more objective measures when collecting data.
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Richardson, Anne E. "Explainers' development of science-learner identities through participation in a community of practice." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877.

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Books on the topic "Workplace learner"

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Reading the world of work: A learner-centered approach to workplace literacy and ESL. Malabar, Fla: Krieger Pub., 2004.

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Rose, Ed. 50 ways to teach your learner: Activities and interventions for building high-performance teams. San Francisco, Calif: Jossey-Bass, 1999.

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Rose, Ed. 50 ways to teach your learner: Activities and interventions for building high-performance teams. San Francisco, Calif: Jossey-Bass, 1999.

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Star team dynamics: 12 lessons learned from experienced team builders. Greensboro, NC: Oakhill Press, 1999.

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Helen, Willment Jo-Anne, ed. Learners in midlife: Graduate education and workplaces in Canada. Calgary: Detselig Enterprises, 2008.

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1931-, Vlasin Raymond, ed. Increasing the odds for high-performance teams: Lessons learned. East Lansing: Michigan State University Press, 2006.

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Conway, Dessinger Joan, ed. Training older workers and learners: Maximizing the workplace performance of an aging workforce. San Francisco, CA: Jossey-Bass, 2007.

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A, Du Bois David, ed. Adult learners with special needs: Strategies and resources for postsecondary education and workplace training. Malabar, Fla: Krieger Pub. Co., 1998.

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Seagraves, Liz. Supporting learners in the workplace: Guidelines for learning advisers-- in small & medium sized companies. Stirling: University of Stirling, Educational Policy & Development, 1996.

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The hard truth about soft skills: Workplace lessons smart people wish they'd learned sooner. New York, NY: Collins, 2007.

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Book chapters on the topic "Workplace learner"

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Elkjaer, Bente. "Computer-supported Workplace Learning." In Networking the Learner, 609–17. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_61.

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Noble, Christy, Christine Sly, Leigh Collier, Lyn Armit, Joanne Hilder, and Elizabeth Molloy. "Enhancing Feedback Literacy in the Workplace: A Learner-Centred Approach." In Professional and Practice-based Learning, 283–306. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05560-8_13.

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Leino, Juha, Erika Tanhua-Piiroinen, and Johanna Sommers-Piiroinen. "Learner Experiences and Perceptions of Using Social Media Tools in Formal Workplace Learning." In IFIP Advances in Information and Communication Technology, 49–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37285-8_6.

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Leino, Juha, Erika Tanhua-Piiroinen, and Johanna Sommers-Piiroinen. "Learning with Social Technologies: Workplace Learner Experiences of Wiki and Blog and Perceptions of PLE." In IFIP Advances in Information and Communication Technology, 59–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37285-8_7.

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Owen, Christine. "Enhancing Learning in the Workplace." In Pedagogies for Future-Oriented Adult Learners, 103–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92867-4_7.

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Faragher, Rhonda M. "Learning in the workplace." In A Practical Guide to Educating Learners with Down Syndrome, 172–80. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429262739-18.

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LeMay, Cynthia Pearce. "What We Learned about Millennials." In Millennials and Conflict in the Workplace, 153–71. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246824-8.

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Clark, Hope, Parminder K. Jassal, Michelle Van Noy, and Pamela L. Paek. "A New Work-and-Learn Framework." In Digital Workplace Learning, 23–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-46215-8_3.

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Senker, Peter. "What engineers learn in the workplace and how they learn it." In Training in the Workplace, 227–43. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_12.

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Ifenthaler, Dirk. "How We Learn at the Digital Workplace." In Digital Workplace Learning, 3–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-46215-8_1.

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Conference papers on the topic "Workplace learner"

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Grant, Lynroy, and Akram Abu-aisheh. "Learner mobility between engineering education and a twenty first century workplace." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773213.

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Mohatle, Seabata A. "PREPARING AFRICAN LANGUAGE STUDENT TEACHERS FOR THE WORKPLACE IN SCHOOLS: A STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end092.

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"There is considerable agreement that learning to teach African Languages (AL) is optimized when coursework learning is combined with quality practice learning experiences in schools. The importance of role of (AL) in teacher education programmes and in children's learning is of paramount importance. This study focuses on the use of the African Language (AL) as the language of learning and teaching (LoLT) and its impact on the language development of (AL) student teachers and AL learners. The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS). Against the background of major theories in Home Language (HL) teaching and learning, this topic is contextualized within the South African education system. Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of African Language Education (ALE) programmes to prepare student- teachers for teaching in South Africa. Based on the findings, a questionnaire was designed to determine the extent of the impact of student teachers’ limited on African Language Proficiency (ALP). A comparison of teacher and learner written errors was made. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching approaches to ensure quality AL teacher input and AL learner performance. Qualitative questionnaires and (focus group) data were collected, involving all the student teachers in the programme. The responses to the questionnaire were analysed descriptively. The study was conducted at an urban campus of a South African university."
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Al-Qahtani, Muhammed, Mansour Al-Qahtani, and Hatim Al-Misehal. "Learner Satisfaction of E-Learning in Workplace: Case of Oil Company in Middle East." In 2013 Tenth International Conference on Information Technology: New Generations (ITNG). IEEE, 2013. http://dx.doi.org/10.1109/itng.2013.47.

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Wells, John S. G., Michael Bergin, and Cathal Ryan. "DELAROSE: A Case Example of the Value of Embedded Course Content and Assessment in the Workplace." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2844.

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In recent years there has been a significant growth in online learning and the delivery of joint programmes of education involving collaborative partnerships between higher education institutions in different jurisdictions. This paper details a case-study of the pilot delivery and assessment of a new online learning programme ‘Certificate in the Management of Work-Related Stress’. This programme was developed as part of an innovative partnership between four European Higher Education Institutions (HEIs) located in Austria, Ireland, Switzerland and the United Kingdom to develop and deliver an accredited online learning programme, as part of a wider EU funded project called DELAROSE, on the management of work-related stress for workers in the health and social care sector across Europe. It describes the nature of the online course, with particular attention given to, the assessment activities undertaken by learners throughout the course, and the collection and analysis of learner feedback as this relates to feasibility and impact of the programme of learning. This case-study highlights the positive benefits to learners of embedding course content and assessment experiences within a real-life workplace context
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Hoven, Debra, Rita Zuba Prokopetz, Rima Al-Tawil, and Pamela Walsh. "Communities of Learning and Support through ePortfolios: Student Empowerment, and Lifelong Learning for Students and Teachers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1329.

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During this pandemic, as educational institutions worldwide shifted their teaching approaches, the realization has strengthened of the need for flexible, learner-centred, authentic assessment. As learning interventions that promote reflection and self-regulation, ePortfolios are considered alternative methods of assessment in classrooms that are in-person, blended, or entirely online. In facilitated instruction, ePortfolios are deployed to enhance educational experiences since they enable students to express their learning in various modes – text, audio, video, visual. The flexibility that eportfolios offer: online and/or offline, on desktops, laptops, or mobile, make them accessible to learners worldwide, thus providing educators with a pedagogical approach that is inclusive, collaborative, and innovative. Critical elements of ePortfolios include students documenting and reflecting on learning of skills, knowledge and competencies, linking formal and workplace learning, participating in communities of learning, and developing multi-modal digital literacies and communication skills.
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Sivanathan, Aparajithan, Scott Mcgibbon, Theodore Lim, James Ritchie, and Mohamed Abdel-Wahab. "A Cyber-Physical Gaming System for Vocational Training." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67560.

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Cyber-physical systems enable new digital ecologies in industrial and workplace lifelong learning. This paper reports on early efforts in delivering a virtual environment and system for vocational education and training (VET), in particular targeting the needs of craft and trade skills. The domain of stone masonry is presented herein, where its underpinning activities are learning through virtual environments, simulation and role play. The challenges are not only the synchronicity between physical and software components but also the in-game mechanics that incorporate building blocks of effective training and skills development strategies. A prototype body-area sensor network in a cyber-physical game environment demonstrates the interaction between virtual objects and the player-learner.
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Bergoč, Zala, Iztok Podbregar, and Marina Đorđeski. "Kompetence uspešnih kadrovskih strokovnjakov." In Society’s Challenges for Organizational Opportunities: Conference Proceedings. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.3.2022.9.

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Competencies are all characteristics, attributes and knowledge, which are needed to complete a job, or those that people have in general. Only competent personnel can achieve results. A person can be intelligent, but will not be efficent in the work field, if he is not interested in the job. A person could also be a quick learner, however he cannot use the proper knowledge in the workplace, due to his lack skills. Thus an HR expert is only as successful as his skills and interest in the job. This article focuses on competencies of the HR personnel, which are crutial for their field of work. In this article we also present the findings of researches, that suggest what kind of problems are HR specialists facing when seeking employment. We have researched why some candidates are more successful than the others in job hunting and how does today's technology effect HR.
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Haertel, Tobias, Monika Radtke, Claudius Terkowsky, Dominik May, Daniel Neubauer, and Johanna Dehler. "Too old to learn? Specific needs of senior workplace learners." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318013.

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Wade, Angie, and Eirini Koutoumanou. "Workplace Statistics Training Moved Online." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3e3.

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The COVID-19 pandemic forced (or quickened the advent of) online short course statistics training for non-statistical professionals. Participants in traditional statistics programs generally form a cohort who progress together over some protracted timescale, forging support networks and friendship groups, some of which will be maintained throughout professional careers. By contrast, short courses for professional purposes are often standalone and half a day to one week in duration. Participant focus lies with obtaining skills for usage within the foreseeable future, such that creating social networks with other participants is of little or no importance. We present our experiences with two years of online, examination-free, short course statistics training for the period from March 2020 to 2022.
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Roosipõld, Anne, Krista Loogma, Mare Kurvits, and Kristina Murtazin. "WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/15.

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In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.
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Reports on the topic "Workplace learner"

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Hollenbeck, Kevin, and Bridget F. Timmeney. Lessons Learned from a State-Funded Workplace Literacy Program. W.E. Upjohn Institute, March 2009. http://dx.doi.org/10.17848/pol2009-004.

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Hollenbeck, Kevin. Lessons Learned from a State-Funded Workplace Literacy Program. W.E. Upjohn Institute, March 2009. http://dx.doi.org/10.17848/pol2015-004.

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Hollenbeck, Kevin, and Bridget F. Timmeney. Lessons Learned from a State-Funded Workplace Literacy Program. W.E. Upjohn Institute, March 2009. http://dx.doi.org/10.17848/wp09-146.

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Lessons Learned from the Cambodia Enterprise Infirmary Guidelines development process. Population Council, 2018. http://dx.doi.org/10.31899/sbsr2018.1002.

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Women of reproductive age in Cambodia, and many other developing countries, comprise a large part of factories’ workforce. Integrating family planning and reproductive health information and services into factories can improve workers’ health and help countries achieve FP2020 commitments. This case study looks at the process of how the Cambodian Ministry of Labor and Vocational Training launched, as formal policy, a set of workplace health infirmary guidelines for enterprises. What made this policy process unique for Cambodia—and what can be replicated by health advocates elsewhere—is that a group of organizations typically focused on public health policy successfully engaged on labor policy with a labor ministry. This case study describes the policy process, which was underpinned by the strategic use of evidence in decision-making and has been hailed by government, donors, civil society and industry as a success. The learnings presented in this case study should be useful to health advocates, labor advocates, and program designers.
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