A typology of approaches to professional learning and development in post-pandemic multi-location knowledge work in the technology sector

Abstract

Increased multi-location work reduces face-to-face interaction among knowledge workers and, thus, affects learning in ways we have not yet observed or fully understood. This research examines how employees themselves perceive the impact of remote interaction setting on workplace learning. The study utilises a mixed-methods approach, and the data were collected from 33 knowledge workers working in the technology sector in Finland through interviews and surveys. The ideal-type analysis revealed four ideal types in relation to remote interaction and learning: isolated and struggling, neutral, thriving and adaptive learners. Isolated and struggling learners experienced remote interaction as a hindrance due to reduced spontaneous interactions and knowledge sharing. Neutral learners found no significant impact on their learning. Thriving learners benefited from the flexibility and technological solutions of remote interaction, enhancing their learning opportunities. Adaptive learners experienced both positive and negative impacts, depending on the task. The findings suggest that the impact of remote interaction on learning varies between individuals, as employees have different learning preferences.