Self-organised learning by older workers: a self-realising goal?

Autor/inn/en	Straka, Gerald A.; Rosendahl, Johannes; Spevacek, Gerd; Hobusch, Jörg
Titel	Self-organised learning by older workers: a self-realising goal?
Quelle	Aus: Working and ageing. Emerging theories and empirical perspectives. Luxembourg: Publ. Off. of the Europ. Union (2010) S. 315-336 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 334-336
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-92-896-0629-5
Schlagwörter	Emotion; Kognition; Metakognition; Lernen; Lernumgebung; Motivation; Computer; Projekt; Arbeitsplatz; Berufspädagogik; Selbstorganisation; Älterer Arbeitnehmer
Abstract	In the project Selbstorganisiertes Lernen älterer Erwerbspersonen und arbeitsplatzbezogenes Lernen [...] (SELA, self-organised learning of older employees and workplace learning) a computer-based learning environment in data processing was constructed and adapted to the specific needs of older employees. Central hypotheses of the project are that self-organised learning involves a dynamic interplay between motivation, emotion, cognitive and meta-cognitive strategies; workplace conditions have an impact on self-organised learning; and that a computer-based learning environment and a computer-based learning environment integrated within organisational measures, have different impacts on self-organised learning. Analysing a sample of 295 older employees in business and administration, the dynamic interplay between motivation, emotion, cognitive and meta-cognitive strategies is confirmed (hypothesis 1), as is the impact of experienced workplace conditions on self-directed learning (hypothesis 2). Computer-based learning environments and their integration have different impacts on self-organised learning (hypothesis 3). The results indicate that self-organised learning can be successful only if the experienced work conditions and the didactic arrangement of the learning material are in line with the needs and learning prerequisites of older employees. These empirical findings suggest specific recommendations for didactic and organisation interventions on how to support older working employees to increase their capacity for self-organised learning. These include measures to promote acceptance of self-organised learning at all company levels (management, employee representative council and all lower levels), time management, individual learning needs assessments and aids in the SELA learning system (additional literature, textual and visual explanations for task-related topics, glossary, self-directed and individual exercises, self-learning checks). (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2013/1