Participatory technologies as workplace learning tools: Employees' perceptions and use
Mary Marada Francone, University of Pennsylvania, United States
University of Pennsylvania . Awarded
Corporate Learning and Development must align learning goals with the needs of the business it serves. In times of rapid change and limitless information, it becomes unreasonable to expect a Learning and Development group to design for and deliver all the learning its workforce needs. In response, corporate learning leaders are exploring if and how leveraging participatory technologies may bridge some of these learning needs. Participatory technologies, however, require individuals to actually use them in order to realize a collective benefit to an organization. A gap exists in the research concerning the experience the workplace population behind a corporate firewall has with participatory technologies as well as evidence indicating how or even if workers want to use these technologies in a work-based learning context. This qualitative research study explicitly seeks to uncover worker insights about their use of participatory technologies in a work-based learning context. The findings may be useful as corporate learning leaders consider the design or provisioning of social technologies to accomplish workforce learning goals.
Francone, M.M. Participatory technologies as workplace learning tools: Employees' perceptions and use. Ph.D. thesis, University of Pennsylvania. Retrieved March 22, 2019 from https://www.learntechlib.org/p/124649/.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com