Computer-supported reflective learning: How apps can foster reflection at work

Bettina Renner, Gudrun Wesiak, Viktoria Pammer-Schindler, Michael Prilla, Lars Müller, Dalia Morosini, Simone Mora, Nils Faltin, Ulrike Cress

Publikation: Beitrag in einer FachzeitschriftArtikelForschungBegutachtung

Abstract

This paper discusses the potential of ICT to support reflective learning for professionals. We aggregated data collected in 20 field studies with 12 different applications, involving a total of 321 participants. The applications addressed individual reflection as well as collaborative reflection. Such a systematic analysis with different applications used across industry sectors and companies is unique in the current literature on computer-supported reflective learning in the workplace. Primarily, we assessed the reaction to reflection applications and their effectiveness regarding learning, behaviour change, and organisational impact. In addition, we investigated differences with respect to work experience. Results show that users had a positive reaction to the apps and perceived their use to be beneficial for their work by using them. In collaborative reflection an inexperienced employee can benefit from the experiences and perspectives of more experienced (co-)workers. In contrast, individual reflection was more profitable for more experienced workers. Notwithstanding the overall positive results, the actual implementation of reflection applications requires careful adaptation to the specific organisational and situational context, as well as introductory and accompanying measures to assure efficient and beneficial usage of the tools.

Originalspracheenglisch
FachzeitschriftBehaviour & Information Technology
Frühes Online-Datum20 Mär 2019
DOIs
PublikationsstatusVeröffentlicht - 20 Mär 2019

Fingerprint

Application programs
Learning
learning behavior
co-worker
learning
Organizational Innovation
experience
workplace
employee
worker
Workplace
industry
Industry
Reflective Learning
Personnel
literature
Workers

Schlagwörter

    ASJC Scopus subject areas

    • !!Social Sciences(all)
    • !!Developmental and Educational Psychology
    • Geisteswissenschaftliche Fächer (sonstige)
    • Human-computer interaction

    Fields of Expertise

    • Information, Communication & Computing

    Dies zitieren

    Computer-supported reflective learning: How apps can foster reflection at work. / Renner, Bettina; Wesiak, Gudrun; Pammer-Schindler, Viktoria; Prilla, Michael; Müller, Lars; Morosini, Dalia; Mora, Simone; Faltin, Nils; Cress, Ulrike.

    in: Behaviour & Information Technology, 20.03.2019.

    Publikation: Beitrag in einer FachzeitschriftArtikelForschungBegutachtung

    Renner, Bettina ; Wesiak, Gudrun ; Pammer-Schindler, Viktoria ; Prilla, Michael ; Müller, Lars ; Morosini, Dalia ; Mora, Simone ; Faltin, Nils ; Cress, Ulrike. / Computer-supported reflective learning: How apps can foster reflection at work. in: Behaviour & Information Technology. 2019.
    @article{1e67258103864375bf1d454e610a2a6b,
    title = "Computer-supported reflective learning: How apps can foster reflection at work",
    abstract = "This paper discusses the potential of ICT to support reflective learning for professionals. We aggregated data collected in 20 field studies with 12 different applications, involving a total of 321 participants. The applications addressed individual reflection as well as collaborative reflection. Such a systematic analysis with different applications used across industry sectors and companies is unique in the current literature on computer-supported reflective learning in the workplace. Primarily, we assessed the reaction to reflection applications and their effectiveness regarding learning, behaviour change, and organisational impact. In addition, we investigated differences with respect to work experience. Results show that users had a positive reaction to the apps and perceived their use to be beneficial for their work by using them. In collaborative reflection an inexperienced employee can benefit from the experiences and perspectives of more experienced (co-)workers. In contrast, individual reflection was more profitable for more experienced workers. Notwithstanding the overall positive results, the actual implementation of reflection applications requires careful adaptation to the specific organisational and situational context, as well as introductory and accompanying measures to assure efficient and beneficial usage of the tools.",
    keywords = "e-learning, reflective learning, professional technology-enhanced learning, workplace learning, field studies, reflection guidance, reflection tools, learning environments, user psychology, user generated learning content, Computer applications, learning technologies",
    author = "Bettina Renner and Gudrun Wesiak and Viktoria Pammer-Schindler and Michael Prilla and Lars M{\"u}ller and Dalia Morosini and Simone Mora and Nils Faltin and Ulrike Cress",
    year = "2019",
    month = "3",
    day = "20",
    doi = "10.1080/0144929X.2019.1595726",
    language = "English",
    journal = "Behaviour & Information Technology",
    issn = "0144-929X",
    publisher = "Taylor & Francis Group",

    }

    TY - JOUR

    T1 - Computer-supported reflective learning: How apps can foster reflection at work

    AU - Renner, Bettina

    AU - Wesiak, Gudrun

    AU - Pammer-Schindler, Viktoria

    AU - Prilla, Michael

    AU - Müller, Lars

    AU - Morosini, Dalia

    AU - Mora, Simone

    AU - Faltin, Nils

    AU - Cress, Ulrike

    PY - 2019/3/20

    Y1 - 2019/3/20

    N2 - This paper discusses the potential of ICT to support reflective learning for professionals. We aggregated data collected in 20 field studies with 12 different applications, involving a total of 321 participants. The applications addressed individual reflection as well as collaborative reflection. Such a systematic analysis with different applications used across industry sectors and companies is unique in the current literature on computer-supported reflective learning in the workplace. Primarily, we assessed the reaction to reflection applications and their effectiveness regarding learning, behaviour change, and organisational impact. In addition, we investigated differences with respect to work experience. Results show that users had a positive reaction to the apps and perceived their use to be beneficial for their work by using them. In collaborative reflection an inexperienced employee can benefit from the experiences and perspectives of more experienced (co-)workers. In contrast, individual reflection was more profitable for more experienced workers. Notwithstanding the overall positive results, the actual implementation of reflection applications requires careful adaptation to the specific organisational and situational context, as well as introductory and accompanying measures to assure efficient and beneficial usage of the tools.

    AB - This paper discusses the potential of ICT to support reflective learning for professionals. We aggregated data collected in 20 field studies with 12 different applications, involving a total of 321 participants. The applications addressed individual reflection as well as collaborative reflection. Such a systematic analysis with different applications used across industry sectors and companies is unique in the current literature on computer-supported reflective learning in the workplace. Primarily, we assessed the reaction to reflection applications and their effectiveness regarding learning, behaviour change, and organisational impact. In addition, we investigated differences with respect to work experience. Results show that users had a positive reaction to the apps and perceived their use to be beneficial for their work by using them. In collaborative reflection an inexperienced employee can benefit from the experiences and perspectives of more experienced (co-)workers. In contrast, individual reflection was more profitable for more experienced workers. Notwithstanding the overall positive results, the actual implementation of reflection applications requires careful adaptation to the specific organisational and situational context, as well as introductory and accompanying measures to assure efficient and beneficial usage of the tools.

    KW - e-learning

    KW - reflective learning

    KW - professional technology-enhanced learning

    KW - workplace learning

    KW - field studies

    KW - reflection guidance

    KW - reflection tools

    KW - learning environments

    KW - user psychology

    KW - user generated learning content

    KW - Computer applications

    KW - learning technologies

    UR - http://www.scopus.com/inward/record.url?scp=85063154329&partnerID=8YFLogxK

    U2 - 10.1080/0144929X.2019.1595726

    DO - 10.1080/0144929X.2019.1595726

    M3 - Article

    JO - Behaviour & Information Technology

    JF - Behaviour & Information Technology

    SN - 0144-929X

    ER -