Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development
Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determ...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/11/6/295 |
| _version_ | 1827689693774348288 |
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| author | Agnieszka Żur Christian Friedl |
| author_facet | Agnieszka Żur Christian Friedl |
| author_sort | Agnieszka Żur |
| collection | DOAJ |
| description | Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers’ decisions in regard to adopting digital means in workplace learning. |
| first_indexed | 2024-03-10T10:23:10Z |
| format | Article |
| id | doaj.art-25ffa8f73bf04beaa5f7e0d9da605f42 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T10:23:10Z |
| publishDate | 2021-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-25ffa8f73bf04beaa5f7e0d9da605f422023-11-22T00:12:30ZengMDPI AGEducation Sciences2227-71022021-06-0111629510.3390/educsci11060295Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and DevelopmentAgnieszka Żur0Christian Friedl1Departmnet of Entrepreneurship and Innovation, Cracow University of Economics, Rakowicka 27, 31-510 Cracow, PolandInstitute of International Management, FH Joanneum University of Applied Sciences, Alte Poststrasse 149, 8020 Graz, AustriaDespite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers’ decisions in regard to adopting digital means in workplace learning.https://www.mdpi.com/2227-7102/11/6/295workplace learningmassive open online courseeLearningtechnology adoptiondigital learning |
| spellingShingle | Agnieszka Żur Christian Friedl Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development Education Sciences workplace learning massive open online course eLearning technology adoption digital learning |
| title | Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development |
| title_full | Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development |
| title_fullStr | Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development |
| title_full_unstemmed | Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development |
| title_short | Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development |
| title_sort | transforming workplace learning a qualitative inquiry into adopting massive open online courses into corporate learning and development |
| topic | workplace learning massive open online course eLearning technology adoption digital learning |
| url | https://www.mdpi.com/2227-7102/11/6/295 |
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