An experience-based model on how reflection may facilitate and foster professionals’ learning in lifelong learning initiatives

Today’s industrial professionals encounter numerous emerging digital solutions, in the office, as well as, on the shop floor. While these solutions present significant opportunities, they also introduce challenges that must be addressed. A key part of these challenges is often a lack of up-to-date knowledge, where an educational degree, obtained years past, is no longer sufficient. Acquiring new knowledge is essential, yet, when combined with ongoing work obligations, competence development initiatives require a different approach and structure compared to traditional full-time, on-campus education. Consequently, alternative strategies are necessary, and the concept of lifelong learning is currently attracting considerable attention from both policymakers and academia. A central question in this context is: how can individuals acquire new knowledge, while at the same time continuing to contribute value in their current professional roles? Therefore, this paper addresses two related questions: How can online courses be designed and delivered to enable industry professionals to combine full-time work with lifelong learning initiatives? And how can such courses enhance professionals’ ability to transform newly acquired theoretical knowledge into practical, internalised skills applicable in their daily work? We present an experience-based model for the design and execution of a general course using an asynchronous approach.