The increasing use of social media at work offers organizations new opportunities for employee learning on the job. This study investigated the relationship between social media use and learning ...activities undertaken by employees. It was expected that social media use relates to higher levels of learning and that this relationship is stronger when employees perceive higher levels of an organization culture that stimulates dialogue and inquiry. A total of 590 respondents of three multinationals based in the Netherlands completed a survey. As expected, results showed that the more often employees used social media in their job, the more often they participated in learning activities. Contrary to expectation, this relationship was not influenced by culture of dialogue and inquiry. Instead, the perception of a culture of dialogue and inquiry directly related to learning on the job. The findings suggest that organizations could consider stimulating the use of social media among employees to support work‐related learning.
An increasing number of universities around the world have adopted a learner-oriented approach to teaching. Collective learning is regarded as a way to support teachers to enhance this approach. ...Collective learning processes arise when the teachers collaborate and consciously strive for a shared vision, dialogue, collective action and evaluation. The goal of this explanatory correlational study was to explore whether and how collective learning is related to both learner-oriented teacher beliefs and teaching behaviour. The sample consisted of 90 teachers from management and social-educational programmes at a University of Applied Sciences in the Netherlands. Questionnaires were used to measure teacher beliefs and their perception of collective learning. Observations were used to determine teaching behaviour. Results indicated a discrepancy between beliefs and behaviour. Teachers of both programmes generally agreed with learner-oriented beliefs but demonstrated predominantly teacher-oriented behaviour. Teachers in social-educational programmes rated collective learning significantly higher than teachers in management programmes. A positive relationship was found between collective learning and learner-oriented beliefs, however, no relationship was found between collective learning and learner-oriented teaching behaviour. In further studies, a qualitative design could be used to explore to what extent teachers collectively develop their beliefs and behaviour.
The present study uses Dialogical Self Theory to explore the extent to which a dialogue supports teachers' professional identity development. Using a narrative approach that includes interviews, ...observations of educational activities and collective meetings, insight is gained into teachers’ I-positions, meta-positions and promoter positions. The findings suggest that a dialogue, in which teachers talk about boundary experiences and articulate I-positions, stimulates teachers to reflect on their teaching behaviour from a meta-position and enables them to harmonise their multiple I-positions. Moreover, it stimulates teachers to develop their identity as a teacher and to change their teaching behaviour.
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•A dialogue stimulates teachers' professional identity development.•Boundary experiences are needed to start a dialogue.•A dialogue encourages teachers to change teaching behaviour.•Strong self-perceptions (I-positions) hinder teachers' professional identity development.
The purpose of this study was to explore the discrepancy between teacher beliefs and behavior in a Problem-Based Learning (PBL) environment. Using a survey and observations, this study demonstrated ...that tutors prefer learner-oriented beliefs, but in their teacher behavior they showed a more traditional approach to teaching. Analysis of semi-structured interviews indicated that this inconsistency could be attributed to the way in which problem-based learning is embedded in the curriculum, the confidence teachers have in the self-directed capabilities of students, and the self-confidence of teachers regarding their own facilitation skills.
•Tutor beliefs do not predict tutor interventions.•Confidence in own facilitation skills explain tutor behavior.•Students' capabilities clarify tutor interventions.•Tutor behavior depends on the curriculum design.•The developed observation instrument distinguishes tutor behavior.
The purpose of this case study was to investigate to what extent tutor interventions in a problem-based learning environment are in line with a learner-oriented approach to teaching. Using extensive ...observations, this study demonstrated that the seven tutors in our sample apply predominantly teacher-oriented interventions. There was limited evidence that the seven tutors challenged and encouraged students to diagnose, monitor and evaluate their own learning strategies. The findings suggest that a number of actions need to be undertaken to stimulate tutors to apply more learner-oriented interventions. The developed observation instrument can support tutors to gain insight into their tutor interventions.
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•Annual malignant transformation rate of oral leukoplakia remains consistent during long-time follow-up.•Regular long-term or even life-long follow-up of oral leukoplakia is advocated.•Oral ...leukoplakia on specific subsites (tongue and floor of mouth), have a high risk of malignant transformation.•Differentiated dysplasia is as common as classic dysplasia in oral leukoplakia.•Presence of epithelial dysplasia in oral leukoplakia is associated with malignant transformation.
Numerous clinical and histopathological characteristics have been associated with malignant transformation (MT) of oral leukoplakia (OL), including classic and differentiated epithelial dysplasia, but MT predictions remain suboptimal. The objective of this study was to determine the annual MT rate of OL and to identify clinicopathological risk factors associated with MT.
170 patients with OL were included in this retrospective cohort study, 117 females and 53 males. Follow-up ranged from 12 to 219 months (median 54). The analyzed variables included age, gender, smoking habits, clinical presentation, subsite, size and treatment. In a subgroup of 140 patients, histopathological diagnoses were reviewed with regard to the presence of dysplasia, discerning both classic dysplasia and differentiated dysplasia.
MT occurred in 23% of the patients, resulting in an annual MT rate of 4.9% (95% CI: 3.5 – 6.6) which remained consistent. High-risk subsite (tongue and floor of mouth) was the only clinical predictor for MT (Hazard Ratio = 2.7, 95% CI: 1.3 – 5.5, p = 0.007). In 140 patients, classic dysplasia (Hazard Ratio = 7.2, 95% CI: 1.6 – 33.1, p = 0.012) and differentiated dysplasia (Hazard Ratio = 6.6, 95% CI: 1.2 – 25.4, p = 0.026) were predictors for MT. Binary grading between dysplasia and no dysplasia was significant for predicting MT (Hazard Ratio = 6.4, 95% CI: 1.5 – 27.5, p = 0.013).
Since annual MT rate of OL remains stable during follow-up, regular long-term or even life-long follow-up is advocated. Specific oral subsites and epithelial dysplasia are predictors for MT of OL.
Organising Learning in Work Contexts Poell, Rob F.; Van Dam, Karen; Van Den Berg, Peter T.
Applied psychology,
10/2004, Letnik:
53, Številka:
4
Journal Article
Recenzirano
On assiste dans le domaine du développement des ressources humaines à un passage de l’optique formation à la perspective apprentissage. La formation est de plus en plus perçue comme seulement l’une ...des solutions disponibles pour mettre en place les processus d’apprentissage dans les organisations de travail, et pas toujours comme étant la plus efficace. Les autres formes d’apprentissage ont pris beaucoup d’importance dans la dernière décennie, en particulier celles étroitement reliées au travail quotidien, sur le lieu de travail et dans le cadre élargi de la culture organisationnelle qui devient un puissant outil d’apprentissage. Après avoir retracé l’histoire du passage de la formation à l’apprentissage, l’article propose trois orientations pour de futures investigations: le travail comme facteur potential d’apprentissage, l’apprentissage sur le lieu de travail et les environnements formateurs. A l’intérieur de chacun de ces thèmes, on analyse d’éventuelles pistes de recherche et quelques problématiques stimulantes sont présentées.
The field of human resource development is in the process of shifting from a training to a learning orientation. Increasingly, training is viewed as just one possible way to organise learning processes in work organisations, and not always the most effective one. Other ways of organising learning processes have gained much interest in the last decade, particularly those closely related to everyday work, in the context of the workplace, and in the broader organisational culture as a powerful learning environment. After explaining the history of the shift from training to learning, the article proposes three domains for further research: (1) the learning potential of work, (2) learning in the workplace, and (3) learning environments. Within each of these themes, possible research avenues are discussed and some challenging research questions are put forward.
Learning-Network Theory Poell, Rob F.; Chivers, Geoff E.; Van Der Krogt, Ferd J. ...
Management learning,
03/2000, Letnik:
31, Številka:
1
Journal Article
Recenzirano
Odprti dostop
This study presents a theoretical perspective on organizing learning networks in relation to work processes within organizations. Despite the potential wealth in combining various learning and work ...arrangements, the field seems to be characterized by a single-minded pursuit of highly uniform ways to organize learning and work. The learning-network perspective rejects both a functionalist tool of management approach and a context-independent organizational learning view. Instead, it demonstrates how learning networks are (re-)produced by interactions among employees, managers, training consultants, and other actors, who each have their own theories and strategies in organizing work-related learning. Learning networks can take various shapes depending both on actor dynamics and on work characteristics. The learning-network theory is a descriptive theory that allows employees, managers, training consultants, and other learning actors to understand and develop alternative ways of organizing employee learning in relation to work. An indicative rationale for the key differences between the learning-network perspective and some rival approaches is provided.
This study approaches the management learning process of individuals as an interaction between personal and situational characteristics. Combining insights from cognitive learning theory and social ...construction theory, it aims to explore the interactions between learning opportunities and learning behavior on the job. Learning opportunities are divided into four categories: obstacles, support, task-related characteristics, and transitions. Learning behavior is specified in five elements: instruction-oriented learning Gestalt learning tactical learning, planned learning, and tacit learning. Examination of five main hypotheses leads to the conclusion that, among MBAs in their early career stage, there is an interaction between individual learning behavior and the amount of learning opportunities, although the latter influences learning behavior in a less dominant way. More specifically, Gestalt learning results in more support, which itself leads to more planned learning which in turn increases the number of learning opportunities. Discussion focuses on possible explanations why not all hypotheses were confirmed.
Title. The development and validation of the On‐the‐job Learning Styles Questionnaire for the Nursing Profession
Aim. This paper is a report of a study to develop and test the psychometric ...properties of the On‐the‐job Learning Style Questionnaire for the Nursing Profession.
Background. Although numerous questionnaires measuring learning styles have been developed, none are suitable for working environments. Existing instruments do not meet the requirements for use in workplace settings and tend to ignore the influence of different learning situations.
Method. The questionnaire was constructed using a situation–response design, measuring learning activities in different on‐the‐job learning situations. Content validity was ensured by basing the questionnaire on interview studies. The questionnaire was distributed to 912 Registered Nurses working in different departments of 13 general hospitals in the Netherlands at the end of 2005.
Findings. The response rate was 41% (372 questionnaires). The internal factor structure of the questionnaire was partly based on the learning activities in which nurses participate and partly on the learning situation in which they are performed. The internal consistency was good. The situation–response design of the questionnaire demonstrated its added value. Construct validity was estimated using intercorrelations between the scales, and criterion validity was estimated based on the relationships of the scales with perceived professional competence.
Conclusion. The On‐the‐job Learning Styles Questionnaire for the Nursing Profession is well suited to describing nurses’ learning styles in on‐the‐job settings and has satisfactory psychometric properties.
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