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23rd European Conference on Knowledge Management, ECKM 2022 ; 23:946-954, 2022.
Article in English | Scopus | ID: covidwho-2206194


The COVID-19 pandemic has sent many employees to home offices. Some employees enjoy their home office, while for various reasons others experience challenges working from home. Qualitative investigations show that new employees who have been recruited and hired during the COVID-19 pandemic can find life in the home office quite challenging. Despite adequate technological solutions that make it possible to perform the work tasks from home, these employees want to be able to physically attend at their workplace. Our data indicate that it is important that the company not only sees technology and digitalization as "hard core" skills, but that the digital and technological are woven into other aspects of organizational life, for example, structures, culture and social interaction. New employees need to feel that they are valued, and that the business wants to establish personal and social bonds that support the development of loyalty to the company and quality of the production. These are conditions that are often tied to informal learning in the workplace. Relational development and maintenance are vital for having newcomers to not only function in the digital arena, but also within the physical sphere at the workplace. © 2022, Academic Conferences and Publishing International Limited. All rights reserved.

19th International Conference on Information Technology Based Higher Education and Training, ITHET 2021 ; 2021.
Article in English | Scopus | ID: covidwho-1874318


Learning in higher education is no longer by listening to a professor and handing in assignments. At the Inland Norway University of Applied Sciences, the Knowledge Management (KM) study programme has been developed over several years. From introducing Flipped Classroom, the development has been to make the students develop their own assignments based on the issues of KM they are able to unveil at their own workplaces. The practice on this is done by working to develop short cases to solve in the classroom rather than giving lectures. The lectures over the textbook and curriculum are provided by streaming video and podcasts and the students are encouraged to download and watch/listen prior to the seminars. A short introduction is provided at the start of the seminars, but not as elaborated as in the videos and podcasts. The students tend to stay indoors and work. To investigate how breaking up the indoor stay and to continue the learning process during a 'break' outside, we have developed quizzes from the curriculum. They have to download an app and in groups solve the quizzes that pop up when they close in on the designated area on the map in the app. In the app, the areas are marked by icons in the shape of berries (blueberry, raspberry, cloudberry, etc.) on a map. They have to go to the area in order for the quiz to appear. The quizzes are up to now developed by the lecturers. The students have during the Covid-19 pandemic been working in solitude and thus lost the important factor of social learning. Attempts to make the students work in group have only to a certain extent been successful. As well as 'black screens', the number of students 'fading out' when trying to divide the students into 'breakoutrooms', to support the social learning processes, are too high. Encouraging the students to go outside and work in groups to solve the quizzes allow the student to also discuss other issues than just the curriculum, and to get to know each other outside the classroom. The data are collected our data through in-depth interviews and group interviews with the students. The collected data will show how the students perceive a) to work on the quiz, b) to solve the quiz, c) to work in groups outside the classroom and how this support a) their learning outcome and b) their social learning situation. © 2021 IEEE.