Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work

Autor/inn/en	Lemmetty, Soila; Collin, Kaija
Titel	Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work
Quelle	In: Vocations and Learning, 13 (2020) 1, S.47-70 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lemmetty, Soila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-019-09228-x
Schlagwörter	Learning Processes; Workplace Learning; Information Technology; Communications; Professional Autonomy; Independent Study; Employee Attitudes + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Informationstechnologie; Nachrichtenwesen; Berufsfreiheit; Selbststudium; Arbeitnehmerinteresse
Abstract	Changing technologies and competition in the field of information and communication technology (ICT) are challenging the learning of individual workers and teams alongside and through work. Organisations call for employees' autonomy and self-directedness executed by agile operations and low hierarchies, where learning is also increasingly the responsibility of the individuals and teams themselves and occurs in practice without strong control of the organisation. Therefore, the multidimensional concept of self-directed learning becomes essential in the context of learning at work. In this study, we examine how employees in the ICT sector describe self-directed learning practices in the context of workplace learning. Our data consist of interviews with ICT employees in two organisations, which undergo an applied discourse analysis. The workers talked about self-directed learning as an obliged, creativity-enhanced as well as flexible and fast-paced practice. Self-directed learning was also described as a practice tied to work itself. The paper concludes with a discussion on how these partly conflicting discourses about self-directed learning practice in work could be considered in practices related to enhancing such learning in the ICT field. Suggestions for future investigations are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01