The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities

Autor/inn/en	Hilkenmeier, Frederic; Goller, Michael; Schaper, Niclas
Titel	The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities
Quelle	In: Vocations and Learning, 14 (2021) 3, S.411-438 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hilkenmeier, Frederic)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-021-09266-4
Schlagwörter	Foreign Countries; Workplace Learning; Learning Activities; Employees; Organizational Learning; Organizational Culture; Job Training; Germany + Suchen Sie Ihr Suchwort? Ausland; Lernaktivität; Employee; Arbeitnehmer; Beschäftigter; Organisationslernen; Unternehmenskultur; Berufsqualifizierender Bildungsgang; Deutschland
Abstract	Participation in designated learning opportunities and engagement in workplace learning are very different kinds of professional learning activities: Whereas the former takes place in organised, predefined settings with intended learning objectives, the latter mostly arises as a by-product through everyday experiences at work. Yet, empirical and theoretical models often do not sufficiently differentiate between these two kinds of learning activities. The main goal in the present study is to test whether the two discrete learning activities are indeed facilitated in different ways and by different antecedents. The results of a multi-wave diary study with a sample of 229 German employees show that engagement in workplace learning is not influenced by conscious beliefs connected to learning, which play a central role in most theoretical models explaining participation in designated learning opportunities, underlining the need for an autonomous theory of workplace learning. Furthermore, the current study shows the strong direct, indirect, and moderating influence of organisational learning culture on both kinds of professional learning activities. Possible implications for practitioners to put greater emphasis on organisational factors when designing learning opportunities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01