Literaturnachweis - Detailanzeige
| Autor/inn/en | Nutwell, Emily; Stein, David |
|---|---|
| Titel | Work and Learning in Digital Environments: An Exploratory Qualitative Study of Continuing Professional Education in the Modern Engineering Workplace |
| Quelle | In: Journal of Continuing Higher Education, 70 (2022) 2, S.122-135 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Nutwell, Emily) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-7363 |
| DOI | 10.1080/07377363.2021.1938805 |
| Schlagwörter | Professional Continuing Education; Engineering Education; Online Courses; Workplace Learning; Student Attitudes; Authentic Learning; Adult Students; Student Experience |
| Abstract | This study describes the experiences of four engineers participating in a 7-week long, asynchronous online continuing professional education (CPE) course addressing computational engineering techniques. The online learning environment combined with the virtual nature of computational engineering methods presents a novel environment for these learners. Engineers' beliefs about the role of CPE in engineering practice are explored by investigating how learners navigate a technically challenging asynchronous online course delivered to their workplace. The study uses a naturalistic inquiry design analyzing discussion post writings. Findings indicate that the learners recognized the need for professional development for practicing engineers in the area of computational engineering. The learners appreciated the flexibility of the online learning environment and the authentic learning experience provided with the project. They struggled to define the boundaries required to make time to meet the course requirements while maintaining work obligations. Program planners must remain sensitive to the fact that learners will often prioritize work commitments above learning despite the ability to integrate work and learning through novel course design. The blurring of the work-learning boundary presents challenges for learners and program providers, particularly with technically challenging material which requires significant effort from the learners to learn and apply to their work. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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