E-Learning, Blended Learning and Workplace Learning – are there any differences at all? Especially in the context of in-house professional development, the terms are often mixed up. You will find out now why Workplace Learning is becoming an increasingly important aspect of personnel development.

We have often talked about Blended Learning and E-Learning in the blog. If the terms don’t mean anything to you, feel free to check out our overview pages:

Back to the topic: What is Workplace Learning?

According to the Dorsch Lexicon, Workplace Learning is a form of learning where experiential development, knowledge acquisition, or behavioral 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 takes place in a work context. Whether it's the transfer of knowledge in digital or real form, the joint problem-solving in a workgroup, observing the procedures of supervisors and colleagues, or tackling various tasks – all of this can be Workplace Learning. It is always about developing competence at the workplace and in the respective work processes, which should lead to better performance.

Workplace Learning means …

• learning in an active work situation directly at the workplace.

• situation-based and self-organized learning as needed.

• considering the learner's knowledge level.

• individual learning processes are an integral part of the learning culture.

• no pre-made rigid training measures.

Workplace Learning encompasses three main areas of personnel development: promoting a continuous learning process, the continual improvement of work, and permanent access to current content, training measures, and other exchange opportunities. The optimal learning process should therefore be firmly linked to work and at the same time require specific freedoms so that learning can occur continuously and in the necessary situations.

Workplace Learning requires a long-term change process, as all parties involved must gradually change their patterns of thinking and action. – Sauter & Sauter (2013)

5 Development Stages of Workplace Learning

Learning at the workplace is becoming increasingly important, and most companies are aware of this. In terms of Workplace Learning, however, not only the learning locations and contents change, but the learning methodology also adapts to this form of learning. According to the author Jane Hart, 5 stages of workplace-related learning are distinguished:

| Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 || ---------------------------------------------------------------------------------------------- | ------------------------------------------------------------------------------------------------- | -------------------------------------------------------------------------------------------- | ------------------------------------------------------------------------------------- | ----------------------------------------------------------------------------------------------- || Classroom Training | E-Learning | Blended Learning | Social Learning | Collaborative Learning || Predominantly formal and tendentially externally guided, learners should build knowledge as a basis. | Allows for self-directed learning processes, learners check their knowledge level & apply it. | Largely self-directed, formal learning of participants is optimized through the mix. | Targeted learning of social action as the basis of self-organized learning processes. | Informal learning processes, directly in the work situation, to make experiential knowledge usable. || Trainer | Online courses, LMS | Trainer, online courses, LMS | Trainer, online courses, LMS, SLMS | Moderators, colleagues, learning platform || Planned & conducted by L&D | Planned & conducted by L&D | Planned & conducted by L&D | Planned & conducted by L&D | Everyone, autonomous learning |

Source: Sauter & Sauter (2013): Workplace Learning. Springer-Verlag Berlin.

Companies that want to implement training in the sense of Workplace Learning always aim for Stage 5 of workplace-related learning. Only from the final stages can one speak of a learning organization, at least according to Jane Hart. After all, employees should be trained as best as possible based on their needs, and this works best in the work situation itself.

The development towards Workplace Learning is already taking place in some companies, where they combine stages 3 to 5 and implement them according to the company and learning culture.

How you can contribute to improving the learning culture in the company will be explained to you now in our free e-book:

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 to me:

Representation of the relationship 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 responsible person. 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 presence. You, as a training responsible person, act as a tutor and promote the competencies of learners in face-to-face settings for their digital self-learning phases. Workplace Learning describes learning at the workplace, which aims to promote individual competence development. The learning goals and course framework are not determined by a training provider, but arise from the acute work situation.

As seen in the graphic, the proportion of formal learning gradually decreases. It develops through increasing self-organization into an informal learning process. In all methods, the focus is on building knowledge. With increasing responsibility on the part of the learners, the sense and purpose of further training ultimately aim at qualification. In the work context, these measures ultimately aim at the individual competence development, which is rarely predetermined.

Not only the form of learning itself changes, but also your role as a trainer or facilitator shifts from an active to a passive one. You become a learning companion and a framework provider. Learners take on this responsibility, which traditionally lies with those responsible. The learning location and the entire environment also change when learning transitions into everyday work. The content becomes shorter and is partially created by the learners themselves.

In order for this transition to a self-directed learning process in the work situation to succeed, you need a corresponding learning culture. Only then do all employees have the opportunity to learn in a way that suits them. This enables you to truly allow every employee to develop their competencies in line with their own needs.

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