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The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace.

It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning.

Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning.

Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources.

The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.

The purpose of this paper is to explore how enterprises are to arrange its learning processes in order to optimise the integration and creation of sustainable organisational learning. The paper describes a lite learning evaluation technology that makes processual real-time evaluation of implementation of new knowledge and competences in practice context.

The research is based on a case study that is designed and planned as a mixed method inquiry. The empirical case study is based on data from a large Danish enterprise from the telecommunication industry conducting a leadership and sales training programme. Case study analysis uses data drawn from the implemented pulse survey followed up with qualitative interviews with the course participants.

The authors show results on two levels. On the individual level, processual real-time lite learning evaluation tools create transparency and adaptability. On the organisational level, tool shapes the organisational capacity to improve routines and practices for how to work with organisational learning and learning data in general. Instead of treating learning and development as something that happens “automatically”, organisations now have a tool for informed decisions aimed at creating sustainable organisational learning processes and results.

The paper prompts insights that call for enterprises to enhance focus and dialogue on how to work in new and smart ways with learning at a multi-stakeholder level in organisations. The design and deployment of a real-time lite evaluation tool in organisations are key to bolster learning and competence development, so that organisations and societies can become more responsive in responding to the challenges posed by today’s knowledge economy.

The purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).

The current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.

The findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.

Limited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.

The study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

This paper aims to explore predicting employee learning activity via employee characteristics and usage for two online learning tools.

Statistical analysis focused on observational data collected from user logs. Data are analyzed via regression models.

Findings are presented for over 40,000 employees’ learning activity for one year in a multinational technology company. Variables including job level and tool use yielded a predictive model for overall learning behaviors. In addition, relevant differences are found for managers and nonprofessional learning.

Importantly, how well employees learned content was not measured. This research is also limited to observational relationships: for example, the online tools were used by self-selected users, instead of randomly assigned. Future research which randomly assigns tool use to employee subgroups could explore causal relationships.

This paper presents implications for business analysts and educational technology: how predictive analytics can leverage data to plan programs, the significant challenges for the adoption and usage for online learning tools, and the distinct needs of managers engaging with these tools.

Given a growing emphasis on using employee data, it is important to explore how learning behaviors can be made visible in people analytics. While previous research has surveyed employee cultures on learning or explored the socio-psychological factors which contribute to this learning, this paper presents novel data on employee participation in learning programs which illuminates both how HR metrics can productively use this data to reify learning patterns, and how workplace technology designers can consider important factors such as internal hierarchies.

Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool.

In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t-tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models.

Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement.

This study addresses gaps in the literature (Suhre et al., 2019; Sun et al., 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al., 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.

Social media are increasingly being used in teaching and learning in higher education. This paper aims to explore multiple case studies to better understand how instructors decide to incorporate social media into learning.

This qualitative case study used the technology acceptance model (TAM) to explore five instructors' use of social media for teaching and learning, particularly the pedagogical reasons and goals driving their use of social media. Participant interviews, course documentation and social media observation data were collected to answer the research questions.

Findings suggest that an instructor's social media knowledge and awareness of instructional goals are important for the use of social media in learning. Three pedagogical objectives of the use of social media were found across five participants: collaborative learning, dialog and discussion, and authentic learning.

Previous studies have explored potential pedagogical uses of social media tools, however studies that attempt to understand how and why instructors decide to use particular social media tools are underreported.

There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus.

To elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study.

Though the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise.

It was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small.

The study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting.

There are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia.

The purpose of the paper is to explore how frontline contact persons appropriate and use learning tools from the socio‐cultural context for learning about customers in their everyday work.

The study utilises an ethnographic‐research approach involving participant observations, informal conversations, and interviews among car salespersons and service advisors at a car‐retailing company.

The study comes to two main conclusions. First, learning tools are appropriated and utilised for learning about customers in a two‐layered process: interactions between frontline contact persons and the socio‐cultural context; and interactions between frontline contact persons and customers. Secondly, learning about customers can be of two types: subject‐ or object‐driven learning.

Tools that enhance the process of learning about customers can be developed within the socio‐cultural environment of an organisation whereas tools that inhibit the learning process can be minimised.

This paper provides a novel socio‐cultural conceptualisation of how learning about customers takes place. This approach has not been previously emphasised in service‐management research.

This paper aims to demonstrate how participatory design methodologies can be used for the design of interactive learning tools for children.

This paper presents the methodology employed for the design of a multimedia tool for teaching Greek to young children aged 6 to 12. The preliminary data collection included interviews, questionnaires and observations, whereas the actual design of the tool was carried out using a Participatory Design methodology which advocates a design approach that focuses on the intended user of the service or product, emphasising the active involvement of users throughout the design process.

The paper provides detailed information from each of the data collection techniques used. It also highlights the successes and difficulties in implementing participatory design in an e‐learning context.

Although participatory design has been used in the design of other systems, it is rarely used as the design framework of learning applications. So the paper expands one's knowledge of implementing participatory design methodologies in learning.

The paper aims to argue that new tools are needed for operating, developing and learning in work‐life networks where academic and practice knowledge are intertwined in multiple levels of and in boundary‐crossing across activities. At best, tools for learning are designed in a process of co‐configuration, as the analysis of one tool, Development Radar, aims to demonstrate.

The “Development Radar” narrative offers a way to analyse what co‐configuration might mean in the development practices of the learning network. The data consist of the researchers' and participants' tool‐related actions in planning and running a workshop of the Forum of Workplace Development, for which Development Radar was created. Analysis draws from cultural‐historical activity theory by including cultural sources of knowledge beyond the immediate pedagogic interaction.

Metaphors seem to be facilitative in the early phase of co‐configuration of a tool but not enough for sustainable workplace learning. What is needed is opening up the core concepts for all parties involved and providing ongoing negotiations and elaboration concerning their potential and meaning.

Expansive learning is supported by co‐configuration of tools that simultaneously provide a generic orientation basis of learning and are open to contextual knowledge creation in and across the levels of developmental activities.

The visual co‐configuration of tools may be crucial for understanding learning, development and the implementation of tools in a specific context, and even have an effect on the professional identity of users.

The significance of tools for the quality of workplace learning is generally acknowledged but the investigation into the pedagogical dynamics and material co‐configuration of tools needs more attention.