Understanding Work-Related Learning: The Role of Job Characteristics and the Use of Different Sources of Learning

Gijbels, David; Donche, Vincent; Bossche, Piet Van den; Ilsbroux, Ingrid; Sammels, Eva

doi:10.1007/978-94-017-8694-2_6

Cited by 4 publications

(6 citation statements)

References 18 publications

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“…In light of the research conducted by Oosterheert and Vermunt (), it was furthermore argued that students might engage in different learning activities during their internships. Based on the findings of Oosterheert and Vermunt as well as those of Gijbels, Donche, et al (), five kinds of learning activities have been distinguished in this study: (a) external regulation, (b) shared regulation, (c) self‐regulation, (d) relating theory to practice, and (e) absence of avoidance of learning. It was suggested that the JDCS dimensions are all positively related to these processes (Research question 1, Hypotheses 1–3).…”

Section: Discussionmentioning

confidence: 90%

“…Only recently has engineering students' learning during internships been investigated from the perspective of the JDCS model (Gijbels, Harteis et al, 2014;Gijbels, Donche, van den Bossche, Ilsbroux, & Sammels, 2014). This research, however, was limited to a validation of the research instruments within the context of engineering education and an exploration of the relations between the different variables in the JDCS model, students' learning activities, and students' perceived competences.…”

Section: Empirical Evidence Regarding the Jdcs Modelmentioning

confidence: 99%

“…The original findings of Oosterheert and Vermunt () were based on interviews with student teachers who did their internships in schools; these findings were later successfully adapted to the engineering context by Gijbels, Donche, et al (). These authors argue that five analytically different ways explain how engineering students regulate their learning in internship situations.…”

Section: Internships As Organized Workplace Learningmentioning

confidence: 99%

“…They all emphasize the experience that individuals obtain through direct engagement in work tasks and the learning opportunities that arise through social interactions with colleagues or other work‐related stakeholders as well as the way that learners might use codified material like books or journals to acquire more conceptual knowledge. At the same time, however, the conceptualization of Gijbels, Donche, et al () has been developed explicitly for engineering students in internship contexts and therefore promises to capture their learning most appropriately.…”

Section: Internships As Organized Workplace Learningmentioning

confidence: 99%

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Engineering students' learning during internships: Exploring the explanatory power of the job demands‐control‐support model

Göller

Harteis

Gijbels

et al. 2020

J of Engineering Edu

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Background Internships are highly relevant learning experiences for engineering students. However, such practice‐based learning settings must be carefully designed to allow their learning potential to unfold. Purpose Exploring the job demands‐control‐support (JDCS) model, this study aimed to investigate how job demands, job control, and social support affect interns' use of different learning strategies. Method The study utilized data collected from a sample of engineering students (n = 118) who completed a required internship during their degree. The data were analyzed using a structural equation modeling approach including latent factors. Results Job demands were found to be a relevant and significant driver of students' shared regulation (e.g., asking for feedback), self‐regulation (e.g., self‐directed use of codified information), efforts to relate theory to practice (e.g., connecting workplace experience with theoretical knowledge), and the absence of avoidance of learning (e.g., lack of adaptation to work situations), but not of external regulation (e.g., asking for help to solve problems). Job control, however, was not found to be a positive or significant driver of student learning. Social support was found to be a relevant and significant predictor of external and shared regulation but not of the other learning activities. Conclusions This study provided mixed findings regarding key hypotheses central to the JDCS model, generating rather poor evidence supporting it. In fact, job demands, job control, and social support exhibited much less explanatory power than expected for engineering students' learning during internships.

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Section: Discussionmentioning

confidence: 90%

Section: Empirical Evidence Regarding the Jdcs Modelmentioning

confidence: 99%

Section: Internships As Organized Workplace Learningmentioning

confidence: 99%

Section: Internships As Organized Workplace Learningmentioning

confidence: 99%

See 2 more Smart Citations

Engineering students' learning during internships: Exploring the explanatory power of the job demands‐control‐support model

Göller

Harteis

Gijbels

et al. 2020

J of Engineering Edu

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“…Recently, Gijbels et al (2014) investigated how students made use of these different sources available in the training institute (e.g., theory, the mentor) and in the workplace (e.g., job demands, peers, supervisors) to better understand the learning of learning in internships. They made use of validated questionnaires derived from the job-demands-control framework (Karasek and Theorell 1990) and the work of Oosterheert (2001) and questioned 117 third year engineering students about their learning during a long-term internship.…”

Section: Introductionmentioning

confidence: 99%

Getting out the most of the combination of working and learning: the case of teachers-in-training in Flanders

et al. 2016

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The current study investigates the learning of student teachers in alternative programmes in which they combine a teaching job with an in-service teacher-training program at the university. The aim of this paper is to explore which work-related and trainingprogramme related factors facilitate the learning of these teachers-in-training in the workplace. Starting from the framework of the Job-Demands-Control-Support model, a total of 11 teachers were interviewed. Results of the qualitative analyses indicated that high levels of job demands, autonomy and social support were important for in-service student teachers' learning in the workplace. Social support and guidance from colleagues in the workplace seemed more relevant for learning than the support and guidance from the supervisors from the teaching program at the university. Implications for practice and for further research are discussed.

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Effects of age, gender and occupation on perceived workplace learning support

Harteis

Billett

Göller

et al. 2015

International Journal of Training Research

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The provision of workplace support is central to how and what is and can be learnt at work. Hence, the distribution of those experiences is an important factor in the quality of workplace learning experiences. The study reported and discussed here aims to identify differences in levels of support and opportunities for applying knowledge in workplaces among factors of age-, gender-, and occupation-related cohorts of employees across a range of levels of employment. A convenience sample of 459 employees (i.e. 224 men and 231 women) from different occupations, companies, and workplaces participated in this cross-sectional exploratory study. Comparisons between categories of age and occupation are based on the non-parametric Kruskal-Wallis test and comparisons regarding gender are performed with the non-parametric Mann-Whitney U-test. The results propose that for tis sample neither age nor gender, but the level of employment is the crucial factor. Put simply, the evidence suggests that those in better jobs, regardless of age or gender, receive more support for workplace learning.

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Understanding Work-Related Learning: The Role of Job Characteristics and the Use of Different Sources of Learning

Cited by 4 publications

References 18 publications

Engineering students' learning during internships: Exploring the explanatory power of the job demands‐control‐support model

Engineering students' learning during internships: Exploring the explanatory power of the job demands‐control‐support model

Getting out the most of the combination of working and learning: the case of teachers-in-training in Flanders

Effects of age, gender and occupation on perceived workplace learning support

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