Modelling, design and evaluation of a process-driven framework for workplace e learning

Workplace learners are particularly exigent and selective; they learn just what they need and perceive as useful only what can be applied to their tasks. Current e-learning techniques may not be eective for workplace learning. They focus mostly on managing the learning content for cohorts of learners with similar entry levels, and do not give proper emphasis to the process applied during learning. Approaches to workplace learning must be founded on the alignment of the educational content with the processes and tasks to be carried out. Hence, the need emerges for a paradigm shift in the design of workplace e-learning systems, towards a process-driven learning approach. Interestingly, alongside the demand for innovative approaches to workplace learning, a steady progress can be noticed in another thread of the organization called Business Process Management Systems (BPMS) where process-driven approaches are used in the design of information systems and to manage the collaboration activities of various stakeholders. In this thesis, we propose that BPMS can also be exploited for the design of e-learning systems for workplace learning. The addressed research question is: How can we provide tools and methodologies for process-driven learning in the design of workplace e-learning systems? Or, how can we eectively use BPMS while providing solutions for the processdriven learning approach? To this end we rst conduct a systematic survey of the stateof-the-art on using the business process for e-learning. Then, we argue how identied gaps can be lled and a Business Process Management-based Learning System (BPMLS) can be implemented. We introduce a model called the Learning Path specication that can be used for the learning process. In BPMS, the Business Process Model and Notation (BPMN) is widely used for modeling, implementation, execution and monitoring of business applications. Likewise, our Learning Path specication provides a method to seamlessly add a learning pedagogy in the workplace to the already existing BPMN model. We provide the theoretical denition of the Learning Path and the specication of an architecture of a BPMLS. We also implemented a prototype of BPMLS based on its architectural specication, and evaluated it on a pilot study. This pilot study followed the Technology Acceptance Model (TAM) to have an evidence-based understanding on how users receive BPMLS as a new technology for learning. The users' feedback on each of the TAM constructs that directly aect the acceptance of the BPMLS technology was positive. Hence, we can conclude that the proposed new approach to workplace e-learning can be expected to contribute to new useful directions in the development and integration of learning in to contribute to new useful directions in the development and integration of learning in the workplace.