Comparing crowdworkers’ and conventional knowledge workers’ self-regulated learning strategies in the workplace

Lists

Margaryan, Anoush ORCID: https://orcid.org/0000-0002-1740-8104 (2019) Comparing crowdworkers’ and conventional knowledge workers’ self-regulated learning strategies in the workplace. Human Computation: A Transdisciplinary Journal, 6 (1). pp. 83-97. ISSN 2330-8001

[thumbnail of SRLStrategiesCrowdworkAuthorAcceptedVersion.docx]

Microsoft Word
SRLStrategiesCrowdworkAuthorAcceptedVersion.docx - Accepted Version
Available under License Creative Commons Attribution.
Download (64kB)

Official URL: http://hcjournal.org/ojs/index.php?journal=jhc&pag...

Abstract

This paper compares the strategies used by crowdworkers and conventional knowledge workers to self-regulate their learning in the workplace. Crowdworkers are a self-employed, radically distributed workforce operating outside conventional organisational settings; they have no access to the sorts of training, professional development and incidental learning opportunities that workers in conventional workplaces typically do. The paper explores what differences there are between crowdworkers and conventional knowledge workers in terms of self-regulated learning (SRL) strategies they undertake. Data were drawn from four datasets using the same survey instrument. Respondents included crowdworkers from FigureEight (previously CrowdFlower) and Upwork platforms and conventional knowledge workers in the finance, education and healthcare sectors. The results show that the majority of crowdworkers and conventional knowledge workers used a wide range of SRL strategies. Among 20 strategies explored, a statistically significant difference was uncovered in the use of only one strategy. Specifically, crowdworkers were significantly less likely than the conventional workers to articulate plans of how to achieve their learning goals. The results suggest that, despite working outside organisational structures, crowdworkers are similar to conventional workers in terms of how they self-regulate their workplace learning. The paper concludes by discussing the implications of these findings and proposing directions for future research.

Item Type:	Article
Identifier:	10.15346/hc.v6i1.5
Additional Information:	© 2019, Margaryan. CC-BY-3.0 This is an Accepted Manuscript of an article published in Human Computation: A Transdisciplinary Journal.
Subjects:	Education Social sciences
Related URLs:	Publisher
Depositing User:	Anoush Margaryan
Date Deposited:	17 Oct 2018 10:13
Last Modified:	06 Feb 2024 15:58
URI:	https://repository.uwl.ac.uk/id/eprint/5539

Downloads

Downloads per month over past year

Actions (login required)

View Item

References

Barnes, S.-A., Green, A., & de Hoyos, M. (2015). Crowdsourcing and work: Individual factors and circumstances influencing employability. New Technology, Work and Employment, 30(1), 16-31.

Billett, S. (2010) (Ed.). Learning through practice: Models, traditions, orientations and approaches. Dordrecht: Springer.

Billett, S., Harteis, Ch., & Etelapelto, A. (2008) (Eds.). Emerging perspectives of workplace learning. Rotterdam: Sense Publishers.

Boekaerts, M., Pintrich, P., & Zeidner, M. (2005), (Eds). Handbook of self-regulation. San Diego: Academic Press.

Bolhuis, S., & Voeten, M. (2004). Teachers’ conceptions of student learning and own learning. Teachers and Teaching: Theory and Practice, 10, 77–98.

Boshuizen, E., Bromme, R., & Gruber, H. (2004), (Eds.). Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer.

Corporaal, G.F., & Lehdonvirta, V. (2017). Platform sourcing: How Fortune 500 firms are adopting online freelancing platforms. Oxford Internet Institute: Oxford. Retrieved 17 November 2017 from https://www.oii.ox.ac.uk/publications/platform-sourcing.pdf

Degryse, Ch. (2016). Digitalisation of the economy and its impact on labour markets. Working paper 2016.02, European Trade Union Institute. Retrieved 17 November 2017, from https://www.etui.org/Publications2/Working-Papers/Digitalisation-of-the-economy-and-its-impact-on-labour-markets

Dochy, P., Gijbels, D., Segers, M., & van den Bossche, P. (2011), (Eds.). Theories of learning for the workplace: Building blocks for training and professional development programs. London: Routledge.

Earley, P. C., & Kanfer, R. (1985). The influence of component participation and role models on goal acceptance, goal satisfaction and performance. Organizational Behavior and Human Decision Processes, 36, 378–98.

van Eekelen, I., Boshuizen, H. and Vermunt, J. (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447–71.

Eraut, M. (1994). Developing professional knowledge and competence. London: Routledge.

Eurofound (2015). New forms of employment. Publications Office of the European Union: Luxembourg. Retrieved 17 November 2017, from https://www.eurofound.europa.eu/publications/report/2015/working-conditions-labour-market/new-forms-of-employment

Felstead, A., Fuller, A., Jewson, N., & Unwin, L. (2009). Improving working as learning. London: Routledge.

Fontana, P., Milligan, C., Littlejohn, A., & Margaryan, A. (2015). Measuring self-regulated learning in the workplace: An instrument validation. International Journal of Training and Development, 19(1), 32-52.

Frese, M., Kring, W., Soose, A., & Zempel, J. (1996). Personal initiative at work: Differences between East and West Germany. Academy of Management Journal, 39, 37-63. Retrieved 17 November 2017, from http://www.jstor.org/stable/256630

Gadiraju, U., Kawase, R., & Dietze, S. (2014). A taxonomy of microtasks on the web. In Proceedings of HT 2014 Conference (pp. 218-223), September 1–4, 2014, Santiago, Chile.

Green, A., de Hoyos, M., Barnes, S.-A., Baldau, B., & Behle, H. (2014). Exploratory research on Internet-enabled work exchanges and employability. EC Institute for Prospective Technological Studies.

Gupta, N. (2017). An ethnographic study of crowdwork via Amazon Mechanical Turk in India. PhD thesis, University of Nottingham. Retrieved 17 November 2017, from http://eprints.nottingham.ac.uk/41062/

Huws, U. (2014). Labor in the Global Digital Economy. New York: Monthly Review Press.

Huws, U., Spencer, N., & Joyce, S. (2016). Crowd work in Europe. University of Hertfordshire, UK. Retrieved 08 October 2018, from http://researchprofiles.herts.ac.uk/portal/files/10749125/crowd_work_in_europe_draft_report_last_version.pdf

Illeris, K. (2011). The fundamentals of workplace learning. London: Routledge.

Irani, L. (2015). The cultural work of microwork. New Media and Society, 17(5), 720-739.

Kanfer, R., Chen, G., & Pritchard, R. (2008) (Eds). Work motivation: Past, present and future. New York/London: Routledge.

Kanfer, R., & Ackerman, P. (2004). Aging, adult development, and work motivation. Academy of Management Review, 29, 440-458. Retrieved 17 November 2017, from http://www.jstor.org/stable/20159053

Karasek, R., & Theorell, T. (1990). Healthy work: Stress, productivity, and the reconstruction of working life. New York: Basic Books.

Kim, K., Collins Hagedorn, M., Williamson, J., & Chapman, C. (2004). Participation in adult education and lifelong learning: 2000–01 (NCES 2004–050). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Retrieved 17 November 2017, from https://nces.ed.gov/pubs2004/2004050.pdf

Kuek, Siou Chew, et al. (2015). The global opportunity in online outsourcing. Washington, DC: World Bank. Retrieved 17 November 2017, from http://documents.worldbank.org/curated/en/138371468000900555/The-global-opportunity-in-online-outsourcing

Lehdonvirta, V. (2017, 10 July). The online gig economy grew 26% over the past year. Retrieved 17 November 2017, from https://www.oii.ox.ac.uk/blog/the-online-gig-economy-grew-26-over-the-past-year/

Lehdonvirta, V., & Ernkvist, M. (2011). Converting the virtual economy into development potential. Washington, DC: infoDev/World Bank. Retrieved 17 November 2017, from http://www.infodev.org/infodev-files/resource/InfodevDocuments_1056.pdf

Littlejohn, A., & Milligan, C., Fontana, P., & Margaryan, A. (2016). Professional learning through everyday work: How finance professionals self-regulate their learning. Vocations and Learning, 9(2), 207-226.

Littlejohn. A, & Margaryan, A. (2014) (Eds). Technology-enhanced professional learning: Processes, practices and tools. London: Routledge.

Locke, E., & Latham, G. (2013). New developments in goal setting and task performance. New York/London: Routledge.

Lord, R. G., Diefendorff, J. M., Schmidt, A. M., & Hall, R. J. (2010). Self-regulation at work. Annual Review of Psychology, 61, 543–68.

Malloch, M., Cairns, L., Evans, K., & O’Connor, B. (2011), (Eds.). The SAGE handbook of workplace learning. London: SAGE.

Manyika, J., Lund, S., Robinson, K., Valentino, J., and Dobbs, R. (2015). A labour market that works: Connecting talent with opportunity in the digital age. McKinsey Global Institute. Retrieved 17 November 2017, from http://www.mckinsey.com/global-themes/employment-and-growth/connecting-talent-with-opportunity-in-the-digital-age

Margaryan, A. (forthcoming). Workplace learning in crowdwork platforms. New Technology, Work and Employment.

Margaryan, A. (2016). Understanding crowdworkers’ learning practices. In Proceedings of Internet, Policy and Politics 2016 Conference, Oxford Internet Institute, University of Oxford. Retrieved 17 November 2017, from http://ipp.oii.ox.ac.uk/sites/ipp/files/documents/FullPaper-CrowdworkerLearning-MargaryanForIPP-100816%281%29.pdf

Margaryan, A., Littlejohn, A., & Milligan, C. (2013). Self-regulated learning in the workplace: Learning goal attainment strategies and factors. International Journal of Training and Development, 17(4), 245-259.

Martin, D., O’Neill, J., Gupta, N., Hanrahan, B. (2016). Turking in a global labour market. Computer-Supported Cooperative Work, 25(1), 39-77.

McHugh, M. (2013). The chi-square test of independence. Biochemia Medica, 23(2), 143-149.

Milligan, C., & Littlejohn, A. (2016). How health professionals regulate their learning in massive open online courses. The Internet and Higher Education, 31, 113-121.

Milligan, C., Fontana, R.P., Littlejohn, A., and Margaryan, A. (2015). Self-regulated learning behaviour in the finance industry. Journal of Workplace Learning, 27(5), 387-402.

Nickerson, J. (2014). Crowd work and collective learning. In Littlejohn, A., & Margaryan, A. (Eds.), Technology-enhanced Professional Learning (pp. 39-49). London: Routledge.

Pew Research Centre (2016). Gig work, online selling and home sharing. Retrieved 17 November 2017, from http://www.pewinternet.org/2016/11/17/gig-work-online-selling-and-home-sharing/

Polities, D. (2005). The process of entrepreneurial learning: A conceptual framework. Entrepreneurship Theory and Practice, 29(4), 399-424.

Ray, D., & Wang, C. (2015). Entrepreneurial learning: New perspective in research, education and practice. London: Routledge.

Schmidt, F. (2017). Digital labour markets in the platform economy: Mapping the political challenges of crowd work and gig work. Friedrich-Ebert Foundation, Germany. Retrieved 17 November 2017, from http://library.fes.de/pdf-files/wiso/13164.pdf

Shaver, K., & Davies, A. (2017). The psychology of entrepreneurship: A selective review and a path forward. In Ahmetoglu, G., Chamorro‐Premuzic, Th., Klinger, B., & Karcisky, T. (Eds.), The Wiley handbook of entrepreneurship (pp. 95-118), Chichester: Wiley & Sons.

Silberman, S., Irani, L., & Ross. J. (2010). Ethics and tactics of professional crowdwork. Crossroads, 17(2), 39-43.

Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137(3), 421–42.

Tillema, H., & Kremer-Hayon, L. (2002). Practice what we preach: teacher educators’ dilemmas in promoting self-regulated learning. Teaching and Teacher Education, 18, 593–607.

Wang, C., & Chugh, H. (2013). Entrepreneurial learning: Past research and future challenges. International Journal of Management Reviews, 16(1), 24-61.

Tools

CORE (COnnecting REpositories)

The University of West London

Comparing crowdworkers’ and conventional knowledge workers’ self-regulated learning strategies in the workplace

Abstract

Downloads

Actions (login required)

Menu