Author ORCID Identifier
https://orcid.org/0000-0001-5203-0154
Date of Award
Spring 5-13-2022
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Learning Technologies Division
First Advisor
Brendan Calandra, Ph.D.
Second Advisor
Susan Ogletree, Ph.D.
Third Advisor
Lauren Margulieux, PhD.
Fourth Advisor
Yinying Wang, Ed.D.
Abstract
The Information and Communications Technology (ICT) field is rapidly changing in dramatic and disruptive ways. To feel up to date, competitive, and efficacious within such a dynamic and demanding field, many ICT professionals depend on informal learning resources at the workplace. The responsiveness, flexibility, and boundless nature of these informal learning resources can provide affordances for ICT workers that are not always as prevalent in more traditional forms of learning and instruction (Cross, 2007; Eraut, 2000; Etling, 1994). This study explored the relationship between frequency of access to informal learning opportunities and occupational self-efficacy among a group of ICT workers at a large university. The current study used a Mixed Methods Sequential Explanatory design to answer the following research question: What is the nature of the relationship between ICT worker occupational self-efficacy, years of professional ICT experience, and workplace informal learning frequency? Results showed that workplace informal learning was related to an increased sense of occupational self-efficacy. It is hoped that these findings can help inform both research and practice.
DOI
https://doi.org/10.57709/28958395
Recommended Citation
Hampton, Charles Edgar, "Examining Workplace Informal Learning, Years of Professional Experience, and Occupational Self-Efficacy among University Information and Communications Technology Workers." Dissertation, Georgia State University, 2022.
doi: https://doi.org/10.57709/28958395
File Upload Confirmation
1