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Redesigning Technology-Enhanced Professional Development to Facilitate Lifelong Learning
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Service Research Center (from 2013).ORCID iD: 0000-0003-4051-6960
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Service Research Center (from 2013).ORCID iD: 0000-0001-5826-4218
University of Gävle, Sweden.ORCID iD: 0000-0002-5791-4765
Mid Sweden University, Sweden.
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2023 (English)In: ICERI2023 Proceedings, Sevilla: IATED , 2023, p. 604-611Conference paper, Published paper (Refereed)
Abstract [en]

Professional development is more crucial than ever, especially in supporting ongoing digitalisation in the knowledge society. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the lives of full-time working learners. Content, pedagogical models and instructional design in university courses are often centred on students in their early twenties with little to no work experience instead of tailored for experienced professionals working full-time. One such course is the foundation for this study: a course on digitalisation and digital transformation targeting professionals with at least two years of work experience in digital transformation. Therefore, the research question that guided this study was: "How can a distance course for professionals be redesigned to facilitate lifelong learning?" The redesign aims to increase satisfaction with the course and the number of participants taking their exams.

 The course contains four modules with synchronous and asynchronous learning activities, resulting in 5 ECTS credits (the European Credit Transfer System). The analysed empirical material consists of course participants' check-in presentation before the course started, mid-term evaluation, final evaluation, and a learning diary containing 58 entries. The empirical material was inductively and iteratively analysed following the main steps of thematic analysis. Two of the researchers conducted the first steps of the analysis individually. The following steps were a joint coding procedure to reach a consensus. This part of the analysis included several discussions with the other researchers. The inductive analysis identified 70 initial codes that reflected issues related to course design, learning activities, course information, and instructions. The initial codes were clustered into seventeen more abstract themes based on similarities. The themes related to strengths and weaknesses/challenges with the course. The strengths were analysed as, among others, discussions with course participants in other domains, recordings introducing scientific articles, focused and direct instructions on the learning management system (LMS), and the course is held online at the same weekly time. Perceived challenges were, for example, reading scientific articles and understanding and transferring the content to their work situation, lack of correspondence among the modules, not all modules being published simultaneously on the LMS, and the general problem of mixing work and studies.

 Despite that, the material showed satisfied course participants, where only a few ended the course by taking the exam to get their credits, which is one of academia’s ways to quantify learning. Based on the data analysis, course and learning activities will be redesigned and developed to be tested and evaluated in a forthcoming course instance in autumn 2023.  

Place, publisher, year, edition, pages
Sevilla: IATED , 2023. p. 604-611
Series
ICERI Publication Series, ISSN 2340-1095
Keywords [en]
Lifelong Learning, Professional Development, Course Design, Technology-enhanced Learning, Digital Transformation, Learner Satisfaction
National Category
Social Sciences Interdisciplinary
Research subject
Information Systems
Identifiers
URN: urn:nbn:se:kau:diva-97411DOI: 10.21125/iceri.2023.0220ISBN: 978-84-09-55942-8 (print)OAI: oai:DiVA.org:kau-97411DiVA, id: diva2:1812705
Conference
16th annual International Conference of Education, Research and Innovation. Seville, Spain. 13-15 November, 2023.
Projects
ISE - Improving value creation through service education
Funder
Knowledge Foundation, Grant No. 20200060Available from: 2023-11-16 Created: 2023-11-16 Last updated: 2024-02-07Bibliographically approved

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Brodén, KarinBergkvist, LindaJohansson, John

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Citation style
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