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

Swiss Journal of Economics and Statistics

Table 8 Subsample analysis—observations that are at most four months apart for each respondent

Dependent variable	Practical knowledge				Theoretical knowledge
Estimation	(1) Pooled OLS	(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	− 0.177***	− 0.0781**	− 0.0871**	− 0.0810**	− 0.0513	0.0298	0.0166	0.0216
	(0.0406)	(0.0357)	(0.0362)	(0.0361)	(0.0359)	(0.0338)	(0.0335)	(0.0333)
Observations	9,101	9,101	9,101	9,101	9,069	9,069	9,069	9,069
Within R-squared	0.070	0.034	0.032	0.035	0.038	0.031	0.031	0.033
Number of respondents	2,534	2,534	2,534	2,534	2,522	2,522	2,522	2,522
Respondent FE	No	Yes	Yes	Yes	No	Yes	Yes	Yes
Month FE	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Other working activities	Yes	No	Yes	Yes	Yes	No	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 by respondent in parentheses. *** p < 0.01, ** p < 0.05, * p < 0.1. Practical knowledge and Theoretical knowledge capture the impact of COVID19 on practical and theoretical knowledge of apprentices. They have a 5-Point Likert scale from worse (− 2) to improved (2). Working from Home indicates whether the respondent has apprentices working from home. Company controls comprise the variables Prevalence Short-Time Work, Sanitary Protocol, Financial Distress, Risk Bankruptcy and Temporary Closure. Other Activities include homework and no company-provided training