Abstract:

The increasing digitalization of work and business processes (Kirchgeorg et al., 2018), shorter innovation cycles (HRK, 2008) and the growing shortage of skilled workers (BMBF, 2019) are leading to a greater need for employees to learn and change (Wuppertaler Kreis, 2018). Therefore, the acquisition of interdisciplinary competences is becoming increasingly important. As a criterion for long-term corporate success and as a prerequisite for the competitiveness of companies, continuing education(CE) in Germany will continue to gain importance in the coming years (Kirchgeorg et al., 2018) and is a key factor in ensuring the innovative strength and attractiveness of an organization in a dynamic competitive environment (Kauffeld, 2010). In recent years, participation in continued education continuously increased (BMBF, 2019) and in general, the influence of digital technologies on the German education system increased, too (Schmid, Goertz & Behrens, 2017). However, up to now, CE programs have been strongly conducted in face-to-face form using corresponding didactic methods. The potential of technology-supported learning formats and resources for the use of efficient forms of delivery in education and training (Kirchgeorg et al., 2018) as well as for the acquisition of digital competences (Bitkom, 2018) are used to a rather limited extent. However, digitalization opens up a wide range of new opportunities for CE through the use of forward-looking formats. These include the implementation of new qualification scenarios and learning designs to make learning processes more flexible, individualize learning paths, and promote self-directed learning.

To investigate the use and development opportunities of technology-supported CE programs, this study uses a mixed method design. Thereby, the perspective of different CE stakeholders on 30 learning formats and resources were analyzed. For this, companies in Germany, offices for CE at universities (as a further education provider), and 15 experts from science and industry were surveyed. This rich dataset reveals several contradictions. Whereas some learning formats and resources were valued by the stakeholders such as the increased importance of adaptive learning, AR & VR, and learning communities some were assessed very differently regarding their importance in the futures such as group and teamwork in presence, learning programs such as CBT and WBT or serious games. However, according to the findings, non-technology-supported learning formats and resources such as face-to-face events, classic handouts, and books will lose importance in the future. Additionally, the most important learning format could be identified in each of the six categories (mmb, 2020) the 30 learning formats were assigned to. Finally, to evaluate the influence of the pandemic on the results, a group discussion with four selected experts from science, businesses and higher education was conducted.

The contribution of this study for research and practice is a comprehensive overview of the use and future significance of technology-supported teaching and learning formats in CE. Based on the results of the expert discussion, recommendations for the future design of (technology-supported) qualification offers in CE are made. These include making the added value of the use of technology tangible for the participants through simulations, process presentations and the involvement of national and international experts.

Keywords:

Technology-enhanced qualifications, teaching and learning, continuing education, mixed methods, online survey, expert discussion, lifelong learning.