Development Engineers' Conceptions of Learning at Work

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Modeling Work-Related Learning on the Basis of Intentionality and Developmental Relatedness: A Noneducational Perspective (2004, background): “Several authors have emphasized the importance of the social context for work-related learning, as interaction and cooperation with colleagues can clearly provide the individual worker with feedback and support (Collin, 2002; Eraut, Alderton, Cole, & Senker, 2002b).”
Perspectives into learning at the workplace (2008, background): “…by tackling challenging and new tasks, (5) by reflecting on and evaluating one’s work experiences, (5) through formal education and (6) through extra-work contexts (e.g. Billett, Smith, & Barker, 2005; Collin, 2002; Collin & Valleala, 2005; Eraut, 2004a, 2004b; Heikkilä, 2006; Tikkamäki, 2006).”
How do HRD practitioners describe learning at work? (2004, background): “2000); only a few studies have been conducted at the workplace (see Boulton-Lewis et al. 2002; Collin 2002).”
Women, Work, and Learning. (2001, background): “According to Collin (Collin, 2002; 2004) there is a growing need for research to be situated in the workplace.”
Learning conditions for non‐formal and informal workplace learning (2009, background): “The most important (general) stimulating learning conditions that were found in literature are communication and interaction ( Collin, 2002”