iJAC Volume 11, Number 1, ISSN 1867-5565 Publisher: Kassel University Press GmbH
Blended e-learning in higher education targeting company knowledge needs, can support continuous competence development for practitioners in the manufacturing industry. However, university education is traditionally not designed for workplace knowledge needs that strengthen practitioners\u2019 learning in everyday work, i.e. work-integrated learning. Designing for such learning efforts is even more challenging when the pedagogical strategy is to stimulate practitioners own work experiences as a valuable knowledge source in construction with other peers or teachers. The aim is to explore how engineering practitioners and research teachers mutually co-construct knowledge. In particular, three types of case-based methodologies are examined within a range of industry-targeted e-learning courses. The study is part of a longitudinal joint industry-university project. Eleven courses were analyzed through focus group sessions with 110 practitioners from 15 different companies. Results show that 1) Virtual digital cases stimulate high technology learning, but show low collaboration with peers, 2) On-line collaborative negotiation cases stimulate both web-conferencing and high interactivity, and 3) Real workplace cases do not stimulate e-learning, but motivate strong work-integrated learning and knowledge expansion.
Hattinger, M. & Eriksson, K. (2018). Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration. International Journal of Advanced Corporate Learning (iJAC), 11(1), 10-16. Kassel University Press GmbH. Retrieved February 23, 2019 from https://www.learntechlib.org/p/184697/.