Working from home is here to stay, but how does it affect workplace learning?

Swiss Journal of Economics and Statistics

Table 2 Baseline regression results

Dependent variable	Practical knowledge				Theoretical knowledge
Estimation	(1) POLS	(2) FE without Other Working Activities	(3) FE no company Controls	(4) FE with company Controls	(5) POLS	(6) FE without other Working Activities	(7) FE no company Controls	(8) FE with company Controls
Working from home	− 0.184***	− 0.0835***	− 0.0931***	− 0.0867***	− 0.0458	0.0326	0.0179	0.0251
	(0.0380)	(0.0313)	(0.0318)	(0.0317)	(0.0338)	(0.0296)	(0.0293)	(0.0292)
Observations	11,450	11,450	11,450	11,450	11,411	11,411	11,411	11,411
Within R-squared	0.069	0.036	0.033	0.037	0.036	0.032	0.031	0.034
Number of respondents	3,140	3,140	3,140	3,140	3,131	3,131	3,131	3,131
Respondent FE	No	Yes	Yes	Yes	No	Yes	Yes	Yes
Month FE	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Respondent controls	Yes	Yes	No	Yes	Yes	Yes	No	Yes

The table shows weighted least squares (WLS) coefficients and robust standard errors clustered at the respondent level in parentheses. POLS = Pooled OLS. *** p < 0.01, ** p < 0.05, * p < 0.1. Practical knowledge and Theoretical knowledge capture the impact of COVID19 on practical knowledge and theoretical knowledge of apprentices, respectively. They have a 5-Point Likert scale from substantially worse (− 2) to substantially improved (2). Working from Home indicates whether the company has apprentices who are working from home. Company controls are listed in Table 1. The POLS columns show the overall R-squared rather than the within R-squared