Collaborative Learning in the Workplace: Practical Issues and Concerns

Hyunkyung Lee,Curtis J. Bonk

doi:10.3991/ijac.v7i2.3850

Abstract

This study aims to identify practical issues and concerns about collaborative learning in the workplace. For this purpose, the study examines perceptions of corporate personnel including learning managers and instructional designers related to workplace collaboration and associated technology tools that might foster or enhance it. First, we identify future research interests and concerns related to collaboration and collaborative tools as revealed from an online survey of 97 respondents. Second, we verify the primary collaboration issues and concerns in corporations through an open discussion forum in which 30 corporate personnel participated. Findings indicate that the use of collaborative tools is growing in importance in the workplace as is collaboration in general. Further, participants in the survey appear highly interested in wikis as collaborative tools. In addition, group discussions reveal five main collaboration concerns in corporations including factors to consider when selecting and using collaborative tools. Based on those findings, significant implications for future research on workplace collaborative learning are offered.

Highlights

Learning and training activities in the workplace have pursued the goal of improving individual competence and productivity but organizational performance as well [26]
Regarding the first question related to areas of future research on collaboration in the workplace, two main topics such as collaboration and collaboration tools were identified
Given the significant rise in collaboration in corporate settings, it is crucial to identify the major research interests and issues related to such collaboration through perspectives of those engaged in such efforts

Summary

Introduction

Learning and training activities in the workplace have pursued the goal of improving individual competence and productivity but organizational performance as well [26]. As organizations increasingly focus on the importance of learning performance, they realize that it is no longer sufficient to provide their employees with traditional training programs such as instructor-led classroom instruction or self-paced e-learning. Since adult learners can be motivated once learning meets their practical needs on the job [16], they prefer to learn through collaborating with other people who have more hands-on experiences at work rather learn than from classroom instructors. Collaborative learning refers to instructional methods that encourage learners to work together on academic tasks. It fundamentally differs from the traditional direct transfer or one-way knowledge transmission by instructors [10]. Instruction shifts from an instructor-centered to a more learner-centered paradigm since knowledge is considered as a social construct which is facilitated by peer interaction, evaluation, and cooperation [12]

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