Action Design Research as a Means for Organizing Workplace Learning
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Journal Title
Journal ISSN
Volume Title
A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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Date
2021-06-29
Major/Subject
Mcode
Degree programme
Language
en
Pages
21
405-425
405-425
Series
Journal of Workplace Learning, Volume 33, issue 6
Abstract
Purpose Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular. Design/methodology/approach This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular. Findings The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes. Originality/value The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.Description
Keywords
Workplace learning, E-learning, Action design research, Pedagogically rich activities
Other note
Citation
Haj-Bolouri , A , Östlund , C M , Rossi , M & Svensson , L 2021 , ' Action Design Research as a Means for Organizing Workplace Learning : Case Studies of E-Learning Platforms ' , Journal of Workplace Learning , vol. 33 , no. 6 , pp. 405-425 . https://doi.org/10.1108/JWL-06-2020-0109
