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

Swiss Journal of Economics and Statistics

Table 9 Subsample analysis –observations that are at most two months apart for each respondent

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	− 0.198***	− 0.1000**	− 0.110**	− 0.105**	− 0.0784**	0.0139	0.000508	0.00645
	(0.0456)	(0.0425)	(0.0429)	(0.0430)	(0.0399)	(0.0392)	(0.0392)	(0.0388)
Observations	7,142	7,142	7,142	7,142	7,112	7,112	7,112	7,112
Within R-squared	0.075	0.040	0.038	0.041	0.043	0.031	0.029	0.032
Number of respondents	2,178	2,178	2,178	2,178	2,169	2,169	2,169	2,169
Respondent FE	No	Yes	Yes	Yes	No	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 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 comprise the variables Prevalence Short-Time Work, Sanitary Protocol, Financial Distress, Risk Bankruptcy and Temporary Closure