As technology progresses and remote working becomes more mainstream, the demands for competence in the workplace are escalating rapidly. Simultaneously, work-related formal education increasingly takes place through online platforms. However, undergoing online courses while managing other work duties is far from straightforward, and informal learning online often faces similar challenges. The inadequacy in the pedagogical execution of online training, coupled with unrealistic expectations of participation and productivity, may result in the mere acquisition of completion certificates rather than genuine professional enhancement, with informal online learning usually marginalised by content-dense meetings and impersonal interactions.
These insights are from a study by Postdoctoral Researcher Soila Lemmetty from the University of Eastern Finland, which examines obstacles in remote learning and innovation within police and technology sector organisations. In police organisations, for instance, online education is often synonymous with multitasking, requiring employees to fit learning into their already packed schedules. The lack of pedagogical support means that online lectures might be attended amidst other tasks or completed during the quieter hours after long shifts, often described as a lecture-heavy transfer of information that is irrelevant or applicable to the employee’s work.
Lemmetty points out that mere participation in training does not guarantee a profound learning experience and may foster a performance-oriented perspective where competence development is superficially addressed through courses measured by certificates of participation. This can diminish the true essence of learning, pushing individuals towards a performance orientation that overshadows genuine educational processes.
In the technology sector, remote work is seen as challenging, innovative and communal learning. The shift towards online interaction increases ambiguity and reduces opportunities for observations and sensory experiences, weakening community social bonds and trust over time. Lemmetty notes that, while structured, content-heavy meetings are ordinary, they often overshadow spontaneous and informal interactions, vital for sparking new, innovative ideas.
The erosion of trust and weakening of social bonds due to remote work are significant concerns. A thriving community and mutual trust are essential for experts to engage in critical discussions, make mistakes, and learn from them, all of which are crucial for fostering innovation. Without these elements, the innovative process can be severely hampered, underscoring the importance of maintaining solid interpersonal connections even in remote settings.
Organisations should align training with their personnel’s competence needs to support learning better. This involves allocating time for reflection, experimentation, and discussions during training sessions and everyday work. Promoting diverse, multi-channel interactions and informal encounters, engaging educational methods, and sufficient time resources help develop innovation and competence, even in remote work settings.
Lemmetty also considers the increase in online learning and whether it signifies a regression to a behaviourist approach to education, where passive receipt of information is mistaken for learning. She advocates for a constructivist approach, emphasising active engagement, reflection, and social interaction as the hallmarks of effective adult learning.
Despite the challenges identified, Lemmetty sees the value in online learning and remote work but emphasises the need for careful pedagogical implementation. While focused on identifying challenges, her study also recognises the potential benefits of these modern educational and work arrangements, suggesting that with proper attention to their pedagogical aspects, they can significantly meet the evolving needs of the workforce.
More information: Soila Lemmetty, Real-Time and Long-Term Challenges of Remote Learning and Innovation: Cases from Police and Technology Organisations, Vocations and Learning. DOI: 10.1007/s12186-024-09354-1
Journal information: Vocations and Learning Provided by University of Eastern Finland