Evaluation of a learning portfolio: how to stimulate self-directed learning among employees in health care

Cornelissen, Linda (2012) Evaluation of a learning portfolio: how to stimulate self-directed learning among employees in health care.

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Abstract:Self-directed learning becomes more and more important in health care and could be supported by the implementation of a (digital) learning portfolio. This article describes an evaluation study about the effect of a digital learning portfolio on self-directed learning among employees in health care. This effect is investigated in a Dutch company in health care, named Dichterbij, by making a comparison between users and non-users of a learning portfolio. Also the effect of the variables ‘age’, ‘educational degree’, ‘work experience in health care’, ‘proactive personality’, ‘self-directed learning orientation’, and ‘job characteristics’ will be taken into account as literature claims a direct effect of these variables on self-directed learning. In addition to the direct effects, also the indirect effects of the mentioned variables with the use of a learning portfolio are investigated. Until now, research focused on the effect of a learning portfolio on self-directed learning or on the effect of personality traits and environmental conditions on self-directed learning, but the combination of these two is new. Besides, employees in health care are asked to the positive and negative factors of the learning portfolio and how self-directed learning can be stimulated. The experiences of the employees with the learning portfolio are taken into account as this can have an influence on the use of the learning portfolio and the degree of self-directed learning. Qualitative and quantitative data is gathered by a digital questionnaire with open and closed questions, which was filled out by 228 non-users and 267 users of the learning portfolio at Dichterbij. The results from a multiple regression analysis showed that the self-directed learning process can be predicted for 69.9% by self-directed learning orientation, a proactive personality, educational degree and the interaction between age and activities in the learning portfolio. Open coding showed that employees were mainly positive about the gathered insight in their own learning and development and employees were mainly negative about the information provided in the learning portfolio. Self-directed learning could be stimulated by paying more attention to the importance of and possibilities in learning and development in all layers of the organization, according to the employees.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/62308
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