Action design research as a means for organizing workplace learning: case studies of e-learning platforms

• Published in: The journal of workplace learning 2021-06, Vol.33 (6), p.405-425
• Main Authors: Haj-Bolouri, Amir, Master Östlund, Christian, Rossi, Matti, Svensson, Lars
• Format: Article
• Language: English
• Subjects: Action design research; Action Research; Arbetsintegrerat lärande; Case studies; Collaboration; Culture; E-learning; Educational objectives; Educational Research; Educational Technology; Electronic Learning; Foreign Countries; Instructional design; Intervention; Learning; Learning Activities; Learning Processes; Learning Theories; Lifelong Learning; Online instruction; Participation; Pedagogically rich activities; Research methodology; Researchers; Work Integrated Learning; Workplace Learning
• ISSN: 1366-5626; 1758-7859; 1758-7859
• DOI: 10.1108/JWL-06-2020-0109

Purpose Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular. Design/methodology/approach This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular. Findings The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes. Originality/value The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.