A Conceptual Framework of Informal Workplace Learning Based on Task-Centered Learning (TC-IWL)
Subject Areas :
Hamide Lotfi
1
,
morteza karami
2
*
,
Saeid Safaei Movahhed
3
,
Gregory M Francom
4
1 - PhD student in educational management, Ferdowsi University of Mashhad
2 - Professor of Curriculum Studies Department, Ferdowsi University of Mashhad
3 - Human resources training and development consultant, National Iranian Oil Company.
4 - Department of Education Systems and Workforce Development, Mississippi State University, USA.
Keywords: Informal workplace learning, task-centered learning, conceptual framework, TC-IWL,
Abstract :
The research literature indicates that 70 to 90 percent of workplace learning takes place in an informal manner. Meanwhile, informal learning may not be effective due to its unstructured nature and limitations. Using task-centered learning models that focus on learning based on real-world problems and tasks could be beneficial in this area. This study was conducted to propose a conceptual framework for designing informal workplace learning based on task-centered learning. For this purpose, two preliminary studies were conducted using the qualitative meta-synthesis method. These studies were conducted to identify the most significant components of task-centered learning and informal workplace learning. Both studies employed the meta-synthesis approach recommended by Sandelowski and Barroso (2006). The findings revealed that many commonalities of the conceptual frameworks of task-centered learning and informal workplace learning provide the possibility of developing a common conceptual framework. The resulting conceptual frameworks (TC-IWL) include five main components and 15 sub-components: Learning stimulus (stimulus authenticity, contextual stimulus, competency-oriented stimulus, stimulus sequence and stimulus variety), workplace action (understanding the new experience, context consistency, and additional practice), support and guidance (peer coaching, multi-source feedback, second-order scaffolding, demonstration, and clarifying), self-direction (self-scaffolding and self-evaluation), and reflection on action.
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