Keywords
connectivism
self-directed learning
professional development
virtual community of practice
How to Cite
Abstract
As a career network, LinkedIn offers access to a wide range of job-related information and a low-threshold opportunity for exchange among experts in various fields. The purpose of this study was to find out which LinkedIn functions are particularly useful for self-directed professional development and to what extent users' motivation to learn is influenced by their virtual community of practice (VCoP) on LinkedIn. Two approaches were taken to answer this question. First, a literature review on four different learning theories was conducted: self-directed learning, situated learning, social learning and connectivism. The learning mechanisms on social media were then put into the context of those four learning theories. Additionally, the specific potential of learning via social media and especially via LinkedIn was considered. Second, a qualitative interview study with LinkedIn users who were categorised as digital learning experts based on their education and/or profession was conducted. According to the results of the study, LinkedIn offers excellent conditions for professional development. Various functions such as consuming others’ posts, writing own posts, comments or private messages and subscribing to hashtags or newsletters support work-related learning processes. The value of the LinkedIn Learning course platform is controversial. The results also show that VCoP activities can influence users' motivation to learn both positively and negatively. The LinkedIn activities of others can inspire users, but they can also cause social pressure. The results of the interview study represent an addition to the research field of "learning with social media" and can be used as recommendations for dealing with LinkedIn in order to broaden or deepen one’s professional knowledge. This study especially highlights the use of LinkedIn for lifelong learning with the goal of professional development.
References
Akkerman, S. F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169. https://doi.org/10.3102/0034654311404435
Angadi, V. C. (2019). Case study on LinkedIn, a media for career development. International Journal of Advance Research, Ideas and Innovations in Technology, 5(2), 505-508.
Biedenbach, T., & Müller, R. (2011). Paradigms in project management research: Examples from 15 years of IRNOP conferences. International Journal of Managing Projects in Business, 4, 82–104. https://doi.org/10.1108/17538371111096908
Bogner, A., Littig, B., & Menz, W. (2014). Interviews mit Experten – Eine praxisorientierte Einführung. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-531- 19416-5
Bourhis, A., Dubé, L., & Jacob, R. (2005). The Success of Virtual Communities of Practice: The Leadership Factor. The Electronic Journal of Knowledge Management, 3(1), 23-34.
Burchert, J., & Burchert, M. (2018). Berufsbezogenes Lernen mit Twitter und YouTube: Social Media als amorpher Raum für Vernetzung und für die Bildung von Lerngemeinschaften. Medienpädagogik, 30, 36–49. https://doi.org/10.21240/mpaed/30/2018.02.28.x
Castillo-de Mesa, J., & Gómez-Jacinto, L. (2020). Connectedness, engagement, and learning through social work communities on LinkedIn. Intervencion Psicosocial, 29(2), 103– 112. https://doi.org/10.5093/pi2020a4
Chu, S. K. W. (2020). Social Media Tools in Experiential Internship Learning. Springer. https://doi.org/10.1007/978-981-15-1560-6
Deaton, S. (2015). Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners. Journal on Educational Technology, 12, 1-6.
Dede, C. (2005). Planning for Neomillennial Learning Styles. Educause Quaterly, 1, 7-12.
Dinath, W. (September 2021). LinkedIn: A link to the knowledge economy [Konferenzbeitrag]. European Conference on Knowledge Management. Kidmore End, England. https://doi.org/10.34190/EKM.21.178
Downes, S. (2010). Learning Networks and Connective Knowledge. Collective Intelligence and E-Learn- ing, 20, 1–26. https://doi.org/10.4018/978-1-60566-729-4.ch001
Dron & Anderson. (2021). Teaching Crowds – Learning and Social Media. LibreTexts.
Duke, B., Harper, G., & Johnston, M.R. (2013). Connectivism as a Digital Age Learning Theory. The International HETL Review, Special Issue, 4-13.
Dunaway, M. K. (2011). Connectivism. Reference Services Review, 39(4), 675–685. https://doi.org/10.1108/00907321111186686
Duong-Trung, N. (2017). Social Media Learning: Novel Text Analytics for Geolocation and Topic Modeling (PhD Dissertation, Universität Hildesheim). Cuvillier Verlag.
Eisenhardt, K. M., & Graebner, M. E. (2007). Theory Building From Cases: Opportunities And Challenges. Academy of Management Journal, 50(1), 25–32. https://doi.org/10.5465/amj.2007.24160888
Etikan, I., & Bala, K. (2017). Sampling and Sampling Methods. Biometrics & Biostatistics International Journal, 5(6). 215-217. https://doi.org/10.15406/bbij.2017.05.00149
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Friedrich, H. F. (o.D.). Selbstgesteuertes Lernen – sechs Fragen, sechs Antworten.
Gkotsis, G., & Tsirakis, N. (2010). Mining Unnoticed Knowledge in Collaboration Support Systems. In N. Karacapilidis (Hrsg.), Web-Based Learning Solutions for Communities of Practice (S. 83–94). IGI Global. https://doi.org/10.4018/978-1-60566-711-9.ch007
Göbli, J. & Rami, U. (2017). Generation Y: E-Learning als Motor für arbeitsbezogenes Lernen [Kongressbeitrag C.1.3]. 63. Kongress der Gesellschaft für Arbeitswissenschaft, Brugg, Schweiz.
Grotlüschen, A. (2018). Erwachsenenbildung und Medienpädagogik: LinkedIn & Lynda, XING und Google als Bildungsanbieter. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 30, 94–115. https://doi.org/10.21240/mpaed/30/2018.03.03.x
Guglielmino, L., Gray, E., Arvary, K., Asen, J., Goldstein, D., Kamin, F., Nicoll, M., Patrick, N., Shellabarger, K., & Snowberger, D. (2009). Self-directed learners change our world: Self-directed learning as a force for innovation, discovery, and social change. International Journal of Self-Directed Learning, 6(1), 11-30.
Hara, N. (2010). Communities of Practice – Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place. https://doi.org/10.1007/978-3-540-85424-1
Helfferich, C. (2011). Die Qualität qualitativer Daten (4. Aufl.). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92076-4
Helfferich, C. (2019). Leitfaden- und Experteninterviews. In N. Baur & J. Balsius (Hrsg.), Handbuch Methoden der empirischen Sozialforschung (S. 669–686). https://doi.org/10.1007/978-3-658-21308-4_44
Herrington, J, & Oliver, R. (2000). An Instructional Design Framework for Authentic Learning Environments. ETR&D, 48(3), 23-48. https://doi.org/10.1007/BF02319856
Howe, N. & Strauss, W. (2000). Millennials Rising: The Next Great Generation. Vintage Books.
Iske, S. & Meder, M. (2010). Lernprozesse als Performanz von Bildung in den Neuen Medien. In K.-U. Hugger & M. Walber (Hrsg.), Digitale Lernwelten (S. 21–37). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92365-9_2
Jacobs, J. C., Kagermann, H., & Spath, D. (2017). Arbeit in der digitalen Transformation: Agilität, lebenslanges Lernen und Betriebspartner im Wandel. Ein Beitrag des Human- Resources-Kreises von acatech und der Jacobs Foundation - Forum für Personalvorstände zur Zukunft der Arbeit. Herbert Utz Verlag.
Kemp, S. (2022). Digital 2022: Austria. DataReportal. Retrieved 9 November 2022 from https://da- tareportal.com/reports/digital-2022-austria?rq=austria
Kennedy, M. R. (2019). LinkedIn Learning Product Review. Journal of the Canadian Health Libraries Association / Journal de l’Association des bibliothèques de la santé du Canada, 40(3), 142–143. https://doi.org/10.29173/jchla29424
Kerres, M., Hölterhof, T., & Nattland, A. (2011). Zur didaktischen Konzeption von «Sozialen Lernplatt- formen» für das Lernen in Gemeinschaften. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung (Occasional Papers), 1–22. https://doi.org/10.21240/mpaed/00/2011.12.09.x
Kerres, M., Hölterhof, T., Rehm, M. (2017). Lebenslanges Lernen im Kontext sozialer Medien: Chancen für formelles und informelles Lernen. In D. Münk & M. Walter (Hrsg.), Lebenslanges Lernen im sozialstrukturellen Wandel - Herausforderungen, Bedingungen, Entwicklungsperspektiven (S. 141-170). Springer Fachmedien. https://doi.org/10.1007/978-3-658-14355-8_8
Kerres, M., & Rehm, M. (2014). Soziales Lernen im Internet – Plattformen für das Teilen von Wissen in informellen und formellen Lernkontexten. HMD Praxis der Wirtschaftsinformatik, 52(1), 33–45. https://doi.org/10.1365/s40702-014-0112-2
Klaffke, M. (2014). Millennials und Generation Z – Charakteristika der nachrückenden Arbeitnehmer-Generationen. In M. Klaffke (Hrsg), Generationen-Management. Konzepte, Instrumente, Good-Practice-Ansätze (S.57-82). Springer Gabler. https://doi.org/10.1007/978-3-658-02325-6_1
Koring, C. (2012). Selbstgesteuertes Lernen und die Rolle der Lernprozessbegleitung im Spannungsverhältnis zur Unternehmenskultur. In P. Ulmer, R. Weiß & A. Zöller (Hrsg.), Berufliches Bildungspersonal – Stellenwert und Entwicklungstendenzen (S. 77-93). Bertelsmann. https://doi.org/10.3278/111-046w007
Kuckartz, U. (2010): Einführung in die computergestützte Analyse qualitativer Daten (3. Aufl.). Verlag für Sozialwissenschaften.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung (4. Aufl.). Beltz Juventa.
Kuckartz, U., & Rädiker, S. (2022). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung: Grundlagentexte Methoden (5. Aufl.). Beltz Juventa.
Li, X., Cox, A., & Wang, Z. (2018). How do social network sites support product users’ knowledge construction? A study of LinkedIn. Online Information Review, 42(3), 304– 323. https://doi.org/10.1108/oir- 04-2017-0133
NapoleonCat. (2022). Stats. Retrieved 8 November 2022 from https://napoleoncat.com/stats/
Olson, J., & Segovia, J. (2021). Linkedin Learning: A Valuable Resource for CPE Credits. Journal of Business Strategies, 38(1), 62-71. https://doi.org/10.54155/jbs.38.1.62-71
Oswalt, D.F. (2003). Instructional-design theory for fostering self-directed learning (PhD Dissertation, Indiana University). LearnTechLib.
Oyarzun, D., Ortiz, A., & Carretero, M. del P. (2011). Future Tools for Sharing Knowledge. In O. Rivera Hernáez & E. Bueno Campos (Hrsg.), Handbook of Research on Communities of Practice for Organizational Management and Networking (S. 283–295). IGI Global. https://doi.org/10.4018/978-1-60566- 802-4.ch016
Pomykalski, J. J. (November 2022). Using LinkedIn Learning as a Component of Blended Learning in Two Separate Analytics Courses—Early Results. [Konferenzbeitrag]. Proceedings of the EDSIG Conference, Clearwater, Florida, USA. https://proc.iscap.info/2022/pdf/5769.pdf
Reed, M., Evely, A., Cundill, G., Fazey, I., Glass, J., Laing, A., Newig, J., Parrish, B., Prell, C., Raymond, C. & Stringer, L. (2010). What is Social Learning? Ecology and Society, 15(4). https://doi.org/10.5751/es-03564-1504r01
Rehm, M. (2018). Soziale Medien als Möglichkeitsräume für Informelles Lernen in der beruflichen Weiterentwicklung. In F. Kiefer & J. Holze (Hrsg.), Netzwerk als neues Paradigma? (S. 101–121). Springer Fachmedien. https://doi.org/10.1007/978-3-658-18003-4_6
Renkl, A. (2020). Wissenserwerb. In E. Wild & J. Möller (Hrsg.), Pädagogische Psychologie (S. 3-24). Springer. https://doi.org/10.1007/978-3-662-61403-7
Schmohl, T. (2021). Situiertes Lernen: Konzepte einer erfahrungsbasierten Hochschullehre. In T. Schmohl (Hrsg.), Situiertes Lernen im Studium (S. 9-18). Wbv Media. https://doi.org/10.3278/6004731w
Sharma, D. (2022). Making Meaningful Connections and Learning Workplace-Like Business Writing Through LinkedIn and Blogging. Business and Professional Communication Quarterly, 85(3), 298–318. https://doi.org/10.1177/23294906221109188
Shwartz-Asher, D., Chun, S., Adam, N. R., & Snider, K. L. G. (2020). Knowledge sharing behaviors in social media. Technology in Society, 63(101426). https://doi.org/10.1016/j.techsoc.2020.101426
Siemens, G. (2008). Learning and Knowing in Networks: Changing Roles for Educators and Designers. IT- FORUM for Discussion, 27(1), 1-26.
Sîrghea, A. (2020, 24.-25. September). Is Connectivism A Better Approach To Digital Age? [Konferenzbeitrag]. Proceedings of the International Conference Digital Age: Traditions, Modernity and Innovations (ICDATMI 2020). Kazan, Russland. https://doi.org/10.2991/assehr.k.201212.033
Smart, P. R., Heersmink, R., & Clowes, R. W. (2017). The Cognitive Ecology of the Internet. In S. J. Cowley & F. Vallée-Tourangeau (Hrsg.), Cognition Beyond the Brain: Computation, Interactivity and Human Artifice (2. Aufl., S. 251-282). Springer International Publishing. https://doi.org/10.1007/978-3- 319-49115-8_13
Spanhel, D. (2017). Mediale Bildungsräume – Spielräume der Freiheit für Bildungsprozesse in realen und virtuellen Lebenswelten? MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung (Occasional Papers) (1–18). https://doi.org/10.21240/mpaed/00/2017.03.02.x
Unterschied zwischen kostenlosen LinkedIn Konten und Premium LinkedIn Konten. (2023, 20. Juni). LinkedIn Hilfe. https://www.linkedin.com/help/linkedin/answer/a545597/unterschied-zwischen-kostenlosen-linkedin-konten-und-premium-linkedin-konten?lang=de
Wang, J., & Xie, J. (2022). Exploring the factors influencing users’ learning and sharing behavior on social media platforms. Library Hi Tech. Online-Vorabpublikation. https://doi.org/10.1108/lht-01-2022-0033
Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225–246. https://doi.org/10.1177/135050840072002
Williams, K. C., Page, R. A., Petrosky, A., & Hernandez, E. H. (2010). Multi-Generational Marketing: Descriptions, Characteristics, Lifestyles, and Attitudes. Journal of Applied Business and Economics, 11(2), 21-36.