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Autor/inn/enCurran, Vernon; Gustafson, Diana L.; Simmons, Karla; Lannon, Heather; Wang, Chenfang; Garmsiri, Mahyar; Fleet, Lisa; Wetsch, Lyle
TitelAdult learners' perceptions of self-directed learning and digital technology usage in continuing professional education.
An update for the digital age.
Gefälligkeitsübersetzung: Die Einschätzung selbstgesteuerten Lernens und der Nutzung digitaler Technologien in der beruflichen Weiterbildung durch lernende Erwachsene. Ein Update für das digitale Zeitalter.
QuelleIn: Journal of adult and continuing education, 25 (2019) 1, S. 74-93Infoseite zur Zeitschrift
PDF als Volltext Hier finden Sie weiterführende Informationen. FID−Nationallizenz  Link als defekt meldenVerfügbarkeit 
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN1361-7788; 1477-9714; 1479-7194
DOI10.1177/1477971419827318
SchlagwörterLernmethode; Technologische Entwicklung; Apotheker; Krankenschwester; Sozialarbeiter; E-Learning; Weiterbildung; Erwachsenenbildung; Auswirkung; Smartphone; Arzt; Kanada
Abstract"Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners around the effect of digital and mobile technologies on continuing professional education activities. Semi-structured interviews were conducted with 55 adult learners from four professional groups (9 physicians; 20 nurses; 4 pharmacists; 22 social workers). Key thematic categories included perceptions of self-directed learning, self-directed learning resources, key triggers, and barriers to undertaking self-directed learning. Digital and mobile technologies emerged as important resources supporting the self-directed learning of health and human services professionals. Increasing usage and dependency on these technologies has important implications for organizational and workplace policies that can support effective self-directed learning processes in a digital age. A conceptual model is introduced to characterize the key factors defining the self-directed learning patterns and practices of adult learners in a digital age." (Author's abstract, IAB-Doku).
Erfasst vonInstitut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update2019/4
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