Workplace Self-Directed Learning: Embracing Digital Platforms.

Abstract

Literature in the African context indicates that digital self-directed learning is more prominent in academic institutions. Studies on how employees embrace digital platforms for self-learning to progress knowledge on work practices are limited. Therefore, this study focused on drivers for employee self-directed learning, adoption of digital platforms, and workplace conditions that support or constrain the use of digital platforms in self-directed learning. A cross-sectional design was used where purposive sampling was employed to select 59 employees from different targeted fields in Dar es Salaam who met specific criteria such as health, management, education, and information communication technology. Descriptive analysis was used to analyze data that was collected using KoBoToolbox. Study findings indicate that working personnel adopted digital platforms such as LinkedIn Learning, SkillShare, Coursera, Udemy, Tutorial Points, Masterclass, Edureka, YouTube, Google, and WhatsApp for convenience and flexibility. Participants indicated that intrinsic motivations for employees to self-learn are the desire for growth, and the need to update skills among others. Extrinsically, participants underscored the need for organizations to facilitate the learning environment particularly the access to digital facilities. Similarly, digital self-directed learning was not necessarily linked to work accomplishment denoting the importance of organizations creating flexible activities related to new knowledge and recognizing certificates offered through self-learning. The study recommends the integration of self-initiated and organizational-driven learning that embraces digital technology. Similarly, organizations must facilitate supportive learning environments to encourage employees to take the initiative to self-learn. Concerning policy, the study informs policymakers and employers to facilitate and re-design work activities that support employee self-directed learning. The study also contributes to the growing literature on self-directed learning in the workplace and the role of technology in closing the skill gap in the workplace.