This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public…

Technological affordances have shown promising potential in advancing the delivery of corporate learning programmes designed for professional leadership development. However, there is a considerable challenge in evaluating learners' skill acquisition, with most of the past research relying on pre- and post-tests or other forms of self-reports to…

Competence in contemporary working life requirements is increasingly aligned with electronically mediated tasks and work roles: ie, the digitalisation of work. This alignment necessitates workers learning and utilising the conceptual knowledge and ways of working needed for this work. This knowledge is often distinct from and displaces workers'…