Blended workplace learning: the value of human interaction

Abstract

Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent. Research limitations/implications The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study. Practical implications Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces. Originality/value The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.

E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

“…Facilitators motivate learners to interact actively in discussion forums, as well as determine the quality and quantity of e-learning discussions. This leads to improved higher order thinking (Hewett et al, 2019;Hesrcu-Kluska, 2019). Research findings also note that learner-facilitator interactions contribute to the process of collaborative inquiry, leading to a deeper understanding of concepts under discussion (Mohan et al, 2022).…”

Interacción didáctica y construcción social del conocimiento en Blended Learning: Perú como estudio de caso

“…La modalidad BL se ha posesionado, sea combinando, integrando o hibridando el aprendizaje convencional, de las aulas presenciales o face to face con el e-learning o educación virtual, para generar un incremento sustancial en la interacción y participación de los agentes y sujetos, así como un mayor 30 compromiso cognitivo y emocional (Kenney & Newcombe, 2011;Hewett et al, 2019). El BL se asume como modalidad formativa en los sistemas educativos, primordialmente, en la educación superior, de carácter universitario o tecnológico, considerando las particularidades de los contextos donde se implementan (Turpo-Gebera & Hurtado-Mazeyra, 2019), con el propósito de efectivizar los procesos pedagógicos con efectos significativos (Reynard, 2007;Arifin, 2020).…”

The Effect of E-Learning on Students' Learning Interest in the Equivalence Education Program

“…Space and time are no longer obstacles for those who have activities such as work and others. Students can take part in learning based on their free time so that it is more flexible (Hewett et al, 2019).…”