Digital technologies in training and adult education

Gegenfurtner, Andreas; Schmidt‐Hertha, Bernhard; Lewis, Paul

doi:10.1111/ijtd.12172

Cited by 37 publications

(21 citation statements)

References 13 publications

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“…The integration of technology in corporate training and development (T&D) settings has become increasingly evident (Gegenfurtner et al, 2020). E-learning now features as a key component of an organisation's training activities (Garavan et al, 2010) and organisations are increasingly leveraging the benefits that technology offers (CIPD, 2017).…”

Section: Introductionmentioning

confidence: 99%

Business students’ experiences of technology tools and applications in higher education

Dowling‐Hetherington

Glowatz

McDonald

et al. 2020

Int J Training Development

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There has been much debate about the increasing use of technology in all learning, training and development contexts. In the case of higher education, although technology may not have fundamentally changed teaching practices, students report how several technologies and applications help with their learning, research and collaborative activities. Through a survey of business students at an Irish university, this paper examines their expectations and experiences of faculty usage of technology tools and applications. Although, on the surface, the findings provide some degree of confidence that students’ expectations of technology usage are being met, students would, nonetheless, like to see faculty make even greater, and more effective, use of technology in the classroom. The study provides faculty with examples from students of technology usage that supports their learning and these examples may be useful for faculty when designing and delivering their courses. Beyond the higher education context, the research highlights some broader practical implications for training and development in a corporate setting.

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Section: Introductionmentioning

confidence: 99%

Business students’ experiences of technology tools and applications in higher education

Dowling‐Hetherington

Glowatz

McDonald

et al. 2020

Int J Training Development

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“…First, the faculty development programs were all offline face-to-face courses. The goal profiles are thus not easily generalizable across the range of training modalities, and future research can aim at replication in digital, blended, and hybrid training programs (Cheng et al., 2015; Ford et al., 2018; Gegenfurtner and Ebner, 2019; Gegenfurtner et al., 2017; Gegenfurtner et al., 2020; Siewiorek and Gegenfurtner, 2010; Testers et al., 2019b). Second, the empirical analyses centered on three case presentations.…”

Section: Discussionmentioning

confidence: 99%

Reconstructing goals for transfer of training in faculty development programs for higher education teachers: A qualitative documentary method approach

Gegenfurtner

2019

Heliyon

Self Cite

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Faculty development programs are often used in universities and higher education institutes to develop the knowledge and skills of their teaching personnel. At the same time, these faculty development programs often remain ineffective because lecturers are not fully using what they learned in their courses, classes, and seminars. The purpose of this case study was to explore the goals higher education teachers had after professional development programs for applying newly trained knowledge and skills. Grounded in 3 × 2 achievement goal model and Ryan and Deci's (2018) goal contents theory, the study addressed the research question: Which types of transfer goals do university teachers have after teacher education? Participants were three lecturers that were selected following the procedures of the maximum variation sampling schema. Adopting a mixed methods approach, data were collected with questionnaires (aimed at profiling the goal orientations of the teachers) and reflective interviews (aimed at reconstructing the goals and goal contents teachers had for transferring the trained skills). Triangulation of the quantitative and qualitative data using the documentary method resulted in a typology of intrinsic, mixed, and extrinsic transfer goals. Directions for future research associated with instrument development and theory building as well as implications for the educational practice in human resource development programs of higher education institutes are discussed.

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“…Digitalization has led to a shift from instruction via conventional media and methods (books, classroom-based lectures, or training) to computer-based media or digital tools [43], such as enterprise social networks, learning experience platforms, search engines, wikis, podcasts, webinars, instructional videos, and virtual/augmented reality applications. digital work environments, these tools can be flexibly accessed by the learner in the moment of need (anytime, anywhere, with any device), point to any content relevant for the learner's current area of interest, or even provide customized feedback through wearables [21,44,45]. This access to digital tools as learning resources increases the learner's autonomy and is assumed to consequently facilitate learning behaviors (cf.…”

Section: Conceptual Psychological Framework Of New Learningmentioning

confidence: 99%

Learning What you Really, Really Want: Towards a Conceptual Framework of New Learning in the Digital Work Environment

Decius¹,

Kortsch²,

Paulsen³

et al. 2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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Digitization and globalization are leading to changing demands in the world of work. To cope with these, employees must constantly learn and develop. Analogous to the New Work movement, the future of learning seems to belong to New Learning, in which protean and empowered learners pursue learning opportunities to achieve subjectively valuable learning outcomes and personal growth. This meaningful and socially-embedded kind of learning enables learners to learn what they really, really want to learn. In the literature, however, there is a lack of models and theories on New Learning. The present paper introduces a conceptual framework of New Learning building on psychological theories in terms of a causal chain whose ten propositions can be empirically examined in future studies. An important premise is that, in addition to personal characteristics of the learner, the sociotechnical environment and (digital) tools and methods play an important role for New Learning. The paper concludes by setting a future research agenda and discussing the practical implications of New Learning.

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Digital technologies in training and adult education

Cited by 37 publications

References 13 publications

Business students’ experiences of technology tools and applications in higher education

Business students’ experiences of technology tools and applications in higher education

Reconstructing goals for transfer of training in faculty development programs for higher education teachers: A qualitative documentary method approach

Learning What you Really, Really Want: Towards a Conceptual Framework of New Learning in the Digital Work Environment

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