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E-Learning at Work: Theoretical Underpinnings and Pedagogical Challenges
ARTICLE

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Journal of Workplace Learning Volume 17, Number 5, ISSN 1366-5626

Abstract

Purpose: First, to explore the application of e-learning as a medium for workplace learning, as a form of adult learning and organisational learning from a theoretical point of view, second, to review empirical studies on recent solutions to pedagogical problems encountered in workplace learning in general and in e-learning in particular, and finally, to consider the challenges facing the further development of e-learning solutions targeted at the workplace. Design/methodology/approach: The paper reviews theories of adult learning, workplace learning and organisational learning and brings out main pedagogical implications of these theories from an e-learning point of view. Some empirical studies in which electronic networks and communication tools have been utilised in workplace learning are also described. Findings: The development of successful e-learning solutions for the use of work organizations requires integrating research knowledge from different sources: theories of the learning organization, sociocultural theories of learning, and cognitive theories of learning. Practical implications: Based on empirical examples and the literature review pedagogical challenges and theory-based guidelines are presented for the design of e-learning environments for the workplace. These include integration of theoretical knowledge with participants' practical experience, support for the explication of implicit knowledge, and encouragement of collaboration and knowledge exchange between different groups of people. Originality/value: This paper integrates different theoretical approaches for the design of e-learning environments of work organizations. (Contains 1 table.)

Citation

Tynjala, P. & Hakkinen, P. (2005). E-Learning at Work: Theoretical Underpinnings and Pedagogical Challenges. Journal of Workplace Learning, 17(5), 318-336. Retrieved September 26, 2022 from .

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