Workplace learning: learning that is driven by an organisation (e.g. workplace supervisors) or individuals, and that is embedded in daily work practices in work settings; and Technology-enabled learning: learning that uses technology to support the learning process (IAL, 2016, p. 10).
1.3 Methodology and data sampling This study has drawn on different qualitative approaches to study adult learners’ sense-making experiences in BL environments; namely, phenomenology and semiethnography. A phenomenological approach provides rich descriptive data capturing the phenomena of learners’ sense-making experiences. A semi-ethnographic approach provides an interpretive lens moving beyond the rich description and themes identified from the phenomenological data collection and analysis, allowing an analysis of enablers and constraints on learners’ sense-making. The unit of analysis is learners’ sense-making experiences in and across BL environments. The researchers worked with six training providers delivering BL programme(s) to identify six BL courses that met the sampling criteria, across four industry sectors (ICT, healthcare, WSH and HR management). The training providers from these industry sectors include both educational institutions and companies that provide in-house training for their own workers. The different types of training providers in the present study are able to provide us a rich picture of how different mediators in BL influence adult learners’ collective sensemaking experiences, which an ethnographic study aims to capture. Therefore, this study is not going to focus on individuals’ sense-making from a cognitive or biographical perspective but their collective sense-making in the different learning environments, e.g. classrooms, online spaces and workplaces. The data collected includes both observations and narratives from different people in this process (learners, adult educators and workplace supervisors) to triangulate with one another on the different sense-making experiences of these learners. The integral role these industry sectors play in supporting the economic and social well-being for Singaporeans can be observed in many ways. For example, the Information and Communications Technology (ICT) industry in Singapore is one which is key to Singapore’s economic progress and well-being. Singapore is considered the digital capital of Asia and is the preferred base for ICT firms. It offers world-class infrastructure, talent and a vibrant ecosystem of partners to develop cutting-edge technologies and solutions to support Singapore’s Smart Nation vision. Singapore’s maritime industry is another key part of the nation’s economy, contributing 7% to Singapore’s Gross Domestic Product (GDP) and employing over 170 000 people. Maritime Singapore represents the entire ecosystem of the maritime industry and is home to more than 5 000 maritime organisations and businesses. Besides these industries, one other crucial industry sector in Singapore is the healthcare industry. The country continues to face an ageing population, rising chronic disease prevalence, escalating healthcare costs and increasing complexity of care needs, resulting in a rapidly changing healthcare landscape. These trends call for an ever increasing high-quality care sector and strengthening of the nation’s overall healthcare ecosystem. It is also noted that BL in the training of these industry sectors has a long tradition. Therefore, it is important to understand how effectively BL in these industry sectors helps the workforce develop the required expertise.
10
