E-learning, blended learning, and workplace learning – are there any real differences? Especially in the context of in-company training, the terms are often mixed up. You will now learn why workplace learning is becoming an increasingly important aspect of personnel development.
We have discussed blended learning and e-learning more than once on the blog. If these terms are unfamiliar to you, feel free to check out our overview pages:
https://www.blink.it/blended-learning-in-der-praxis
https://www.blink.it/e-learning-unternehmen
Back to the topic: What is workplace learning?
According to the Dorsch Lexicon, workplace learning is a form of learning where experience-based learning, knowledge acquisition, or behavior modification takes place directly in the work process or during other learning activities in the work environment. In short: workplace learning describes any learning that occurs in a work context. Whether it’s knowledge transfer in digital or real form, collectively solving a problem, for example in a working group, observing the procedures of supervisors and colleagues, or working on various tasks – all of this can be workplace learning. It’s always about competence development at the workplace and in the respective work processes, aimed at achieving better performance.
Workplace learning means ...
learning in the active work situation directly at the workplace.
situational and self-organized learning according to one’s own needs.
considering the learner's knowledge level.
individual learning processes are an integral part of the learning culture.
no pre-defined rigid training measures.
Workplace learning encompasses three main areas of personnel development: the promotion of a continuous learning process, the ongoing improvement of work, and permanent access to current content, training measures, and other exchange opportunities. The optimal learning process should therefore be closely connected to work and simultaneously requires certain freedom so that learning can occur continuously and in the necessary situation.
Workplace learning requires a long-term change process, as all participants must gradually change their ways of thinking and acting. – Sauter & Sauter (2013)
5 developmental stages of workplace learning
Learning at the workplace is becoming increasingly important, as most companies are aware. In terms of workplace learning, the places of learning and the learning content are changing, as well as the learning methodology adapting to this type of learning. According to author Jane Hart, 5 stages of workplace-related learning are distinguished:
Companies that want to implement training in the sense of workplace learning always strive for stage 5 of workplace-related learning. Only from the last stages can one speak of a learning organization, at least according to Jane Hart. After all, employees should be trained as effectively as possible according to their needs, and this works best in the work situation itself.
The development towards workplace learning is already happening in some companies, combining stages 3 to 5 and implementing them according to the company and learning culture.
Differences between E-learning, Blended Learning, and Workplace Learning
Let’s return to the initial question of whether e-learning, blended learning, and workplace learning are the same. No! The following graphic has made the distinctions clearer for me:
Representation of the connection between e-learning, blended learning, and workplace learning. // Own representation blink.it | Source: The Competence House
In this context, e-learning is classified as formal learning, consisting of predefined content by a trainer or training manager. Learners can consume learning content independently of time and place and do not rely on any contact person. Blended learning, on the other hand, is the combination of e-learning and in-person learning. You, as the training manager, act as a tutor and promote the learners' skills in presence for their digital self-learning phases. Workplace learning describes learning at the workplace, which aims to promote individual competence development. The learning objectives and course framework are not predetermined by a training provider, but arise from the immediate work situation.
As shown in the graphic, the share of formal learning gradually decreases. It evolves into an informal learning process through increasing self-organization. In all methods, the focus is on knowledge acquisition. With increasing responsibility on the part of the learners, the meaning and purpose of further training ultimately aims at qualification. In the work context, these measures ultimately target one's own competence development, which is rarely predetermined.
This change not only affects the learning form itself, but also your role as a trainer shifts from an active to a passive one. You transition from being a trainer to a learning facilitator and framework provider. Learners take on this responsibility, which typically lies with the responsible individuals. The learning location and the entire environment also change as learning transitions into everyday work. The content becomes shorter and is sometimes created by the learners themselves.
For this shift towards a self-directed learning process in the work situation to succeed, you need an appropriate learning culture. Only in this way can all employees learn in a manner that suits them. In doing so, you enable each employee to develop competencies that match their own needs.
