Inadequate pedagogical support from the organization could lead to situations where online lectures were listened to amidst other tasks, or training was completed during the quieter hours of the night, at the end of a long shift. This illustrates the difficulty employees face in finding meaningful opportunities for skill development.
Learning was often described as the transfer of information in a lecture-heavy format, with the content not necessarily being fully relevant to employees' own work. This disconnect can hinder true engagement and application of knowledge, highlighting the need for more tailored online learning experiences.
Mere participation in training does not necessarily guarantee a profound learning experience. In a worse-case scenario, it can lead to a performance-oriented perspective where 'competence development' is left to be taken care of by courses without deeper individual understanding or application.
Online courses completed alongside other work tasks are by no means unproblematic, as inadequate pedagogical implementation can lead to certificates of completion rather than real professional development.
Collection
[
|
...
]