Evaluation of an Interactive Technology for Reflective Practice: A Case Study of Learning about Cybersecurity

Abstract

Organizational learning often requires more advanced types of learning than just remembering or understanding. Reflective learning, in which different possibilities to apply knowledge in different situations, is often more appropriate in organizational learning settings. In this study we have evaluated the use of a mobile learning application to support reflective learning practice using situational trilemma learning. The application was used in an asynchronous mode, giving users the opportunity to participate when and where it suited them best. We focused on two research questions: 1. Do the users consider the system to be user friendly? 2. Do the users consider the system to be useful? We studied a learning situation in which personnel in a financial organization learned about cybersecurity. We conducted interviews with two facilitators, that were responsible for the execution of the learning process. In addition, we sent out a survey to the participants in the learning process. In both the interviews and the survey questions relating to user friendliness and usefulness of the technology were addressed. The application was considered user friendly, although there was room for improvement. With respect to usefulness, three important conclusions can be drawn: 1. The concept of situational trilemma learning takes time to understand properly but is perceived as very useful for reflective learning. 2. Using situational trilemma learning makes the learning more relevant. 3. Using the application in an asynchronous mode enables more users to participate, but it requires follow-up by physical meetings to enable the dialogue required for reflective learning.