Ocena trafności kwestionariusza pomiaru właściwości uczenia się dorosłych w hybrydowym modelu pracy

• Authors: Rojek Marcin

Title variants

EN

Validity of the questionnaire for measuring the characteristics of adult learning in a hybrid work model

• Languages of publication: PL

Abstracts

EN

The article is the result of the research project "Adult learning in a hybrid model of work" and presents the effects of the first stage of this project. This stage mainly involved constructing a survey questionnaire and conducting a pilot study to assess the validity of this research tool, as well as the suitability of the selected learning theory for work-related learning research. The questionnaire developed in this way will be used to conduct the main study, which will provide new knowledge about the educational aspects of hybrid work. The implementation of the research will allow to expand and update scientific knowledge, mainly in the area of pedagogy, especially andragogy and social pedagogy. The article presents a new approach to the problem in the sense that the educational significance of the work will be explained on the example of its hybrid model, and not, as in the previous research, on the example of a stationary model, in which the presence of ICT was possibly taken into account. The acquired knowledge will help to better understand the educational conditions of the hybrid work model and may facilitate the development of such modifications that will help employees learn to use ICT faster, more effectively combine work from home with work at the employer's premises, and derive satisfaction from working in this model and develop professionally. In addition, the developed questionnaire will also be made public and will be available to researchers interested in this issue, as well as employers, (business) trainers and people working in the hybrid model.

Keywords

PL

edukacja dorosłych,; edukacja ustawiczna,; uczenie się w miejscu pracy,; hybrydowy model pracy,; ocena trafności narzędzia badawczego,

EN

adult education,; lifelong learning,; workplace learning,; work-based learning,; hybrid work model,; assessment of validity of a research tool,

• Publisher: Sieć Badawcza Łukasiewicz – Instytut Technologii Eksploatacji, Radom
• Journal: Edukacja Ustawiczna Dorosłych
• Year: 2022
• Issue: 3
• Pages: 147-161

Dates

printed

2022-09-30

Contributors

author

Rojek Marcin

• Uniwersytet Łódzki

References

• Antonacopoulou E., Jarvis P., Vibeke A., Bente E., Steen H. (2006), (ed.), Learning, Working and Living. Mapping the Terrain of Working Life Learning, Palgrave McMillan, New York.
• Babbie E. (2008), Podstawy badań społecznych, tłum. W. Betkewicz i in., Warszawa: Wydawnictwo Naukowe PWN.
• Bandura A. (2007), Teoria społecznego uczenia się, Warszawa: Wydawnictwo Naukowe PWN.
• Cedefop (European Centre for the Development of Vocational Training). (2015), Work-based learning in continuing vocational education and training: policies and practices in Europe. Luxembourg: Publications Office of the European Union. Cedefop research paper, 49.
• Coetzer A. Kock H., Wallo. A. (2017), Distinctive characteristics of small businesses as sites for informal learning, Hum Resour Dev Rev, 16(2).
• Czubak-Koch M. (2014), Uczenie się w kulturze miejsca pracy, Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej, Wrocław.
• Derrick J. (2020), „Tacit Pedagogy” and „Entanglement”: Practice-based Learning and Innovation, Journal of Workplace Learning, 32(4).
• Dubas E., Friese M. (2012). (eds.), Learning in Life Stream. The Selected Aspects of Andragogy and Vocational Pedagogy in a German and Polish Perspective, Łódź University Press, Łódź.
• Ellesröm P-E. (2001), Integrating Learning and Work: Conceptual Issues and Critical Conditions, Human Resource Development Quarterly, 4.
• Engeström Y. (2001), Expansive Learning at Work: towards an activity-theoretical reconceptualization, Journal of Education and Work, 1.
• Field A.P. (2005). Discovering Statistics Using SPSS, London: Sage Publications Inc.
• Froehlich D.E., Beausaert S., Segers, M. (2017), Development and validation of a scale measuring approaches to work-related informal learning. International Journal of Training and Development, 21(2).
• Ghauri P., Gronhaug K. (2005). Research methods in business studies, Harlow: Ft/Prentice Hall.
• Haemer H.D., Borges-Andrade J.E., Cassiano S.K. (2017), Learning strategies at work and professional development, Journal of Work Learning, 29(6).
• Hetzner S., Gartmeier M., Heid H., Gruber H. (2009), The interplay between change and learning at the workplace: A qualitative study from retail banking, Journal of Workplace Learning, 21(5).
• Hornowska E. (2007), Testy psychologiczne: teoria i praktyka, Warszawa: Scholar.
• Illeris K. (2011), The Fundamentals of Workplace Learning, Understanding How People Learn in Working Life, Routledge, New York.
• Illeris K. (2006), Trzy wymiary uczenia się, przeł. A. Jurgiel i in., Wrocław: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej Edukacji TWP we Wrocławiu.
• Illeris K. & Associates (2004), Learning in Working Life, Roskilde: Learning Lab Denmark, Roskilde University Press.
• Illeris K. (2003), Workplace Learning and Learning Theory, Journal of Workplace Learning, 2003, 4.
• Illeris K. (2002), Adult Education and Adult Learning, Roskilde: Roskilde University Press.
• Janssens L., Smet K., Onghena P., Kyndt E. (2017), The relationship between learning conditions in the workplace and informal learning outcomes: a study among police inspectors, International Journal of Training and Development, 21(2).
• Järvinen A., Poikela E. (2001), Modelling Reflective and Contextual Learning at Work, Journal of Workeplace Learning, 7(8).
• Konarzewski K. (2000), Jak uprawiać badania oświatowe? Metodologia praktyczna, Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
• Kos E.A. (2018), Uczenie się i nauczanie innych w miejscu pracy kobiet sukcesu, Edukacja Ustawiczna Dorosłych, 4.
• Kuczera M., Field S., Hoffman N. and Wolter S. (2008), Learning for Jobs. The OECD Policy Review of Vocational Education and Training, Sweden: OECD.
• Kwiatkowski S.M., Bogaj A., Baraniak B. (2007), Pedagogika pracy, Warszawa: Wydawnictwa Akademickie i Profesjonalne.
• Łobocki M. (2010), Wprowadzenie do metodologii badań pedagogicznych, Kraków: Oficyna Wydawnicza „Impuls”.
• Malloch M., Cairns L., Evans K., & O’Connor B. (eds.). (2011), The Sage handbook of workplace learning, London: Sage.
• Messick S. (1989), Meaning and Values in Test Validation: The Science and Ethics of Assessment, Educational Researcher, 18 (2).
• Nowak S. (2007), Metodologia badań społecznych, Warszawa: Wydawnictwo Naukowe PWN.
• Rintala H., Nokelainen P., Pylväs L. (2018), Informal Workplace Learning, Turning the Workplace into a Learning Site [in:] McGrath S., Mulder M., Papier J., Suart R. (eds.), Handbook of Vocational Education and Training: Developments in the Changing World of Work, Cham: Springer.
• Rojek M. (2018), Międzypokoleniowe uczenie się nauczycieli w szkole podstawowej i gimnazjum. Studium przypadków, Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
• Rozkosz E. (2017), Teoria Etienne’a Wengera w badaniach usytuowanego uczenia się kompetencji informacyjnych. Forum Oświatowe, 29(1). Pobrano z: http://forumoswiatowe.pl/index. php/czasopismo/article/view/538, dostęp: 11.01.2022.
• Rubacha K. (2013), Standardy badań społecznych. Problematyzowanie praktyki edukacyjnej. Przegląd Badań Edukacyjnych, 16.
• Tomaszewska-Lipiec R. (2011), Edukacja w zakładzie pracy. Kontekst teoretyczny a wyniki badań własnych, Edukacja Ustawiczna Dorosłych, 2.
• Trawińska-Konador K. (2013), Perspektywa uczenia się przez całe życie, [w:] Sienkiewicz Ł. (red.), Zarządzanie zasobami ludzkimi w oparciu o kompetencje. Perspektywa uczenia się przez całe życie, Warszawa: Instytut Badań Edukacyjnych.
• Wenger-Trayner E. (2013), The practice of theory: Confessions of a social learning theorist [in:] V. Farnsworth, Y. Solomon (eds.), Reframing Educational Research: Resisting the “what Works” Agenda. New York: Routledge.
• Wenger E. (2000), Communities of Practice and Social Learning Systems, Organization, 7(2).
• Wenger E. (1998), Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press.
• Wiatrowski Z. (2000), Podstawy pedagogiki pracy, Bydgoszcz: Wydawnictwo Uczelniane

Identifiers

ISSN

1507-6563

EISSN

2391-8020