Self-Regulation of Professional Learning: Towards a New Era of Research

Endedijk, Maaike Dorine; Cuyvers, Katrien

doi:10.1007/978-3-030-89582-2_10

Cited by 6 publications

(4 citation statements)

References 85 publications

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“…http://doi.org/10.31800/jtp.kw.v11n1.p21--46 in carrying out their daily profession (Clarke & Hollingsworth, 2002;Easton, 2008;Endedijk & Cuyvers, 2022;Grimmett, 2014;Hunzicker, 2011;Milligan et al, 2014;Oddone, 2022). This paradigm shift certainly applies also in the context of teacher Today's teachers face challenges and problems that are increasingly complex amidst the various changes that have occurred.…”

Section: Introductionmentioning

confidence: 99%

Teacher Professional Learning in the Perspective of Educational Technology

Krismanto

2023

Kwangsan. J. Tek. Pend.

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Teachers' increasingly massive and diverse use of gadgets allows their facility to be directed at teacher learning activities to improve their competence and professionalism. This research explores the professional learning of technology-based teachers from the perspective of learning technology. Apart from the fact that publication on this topic is still limited, this study is also essential as a foundation, framework, or conceptual framework for technology-based teacher professional development research. To achieve the objectives of this research, a qualitative approach through the method of literature study or library research is a research method that is considered relevant. Literature data is collected through books, literature, notes, and relevant previous research reports. The research procedure is reading, taking notes, or recording, then inventorying and processing it into research data. The research results concluded that teacher professional development shifted into professional learning. The process is conditioned and built actively, self-regulated, sustainable, and based on social and contextual processes according to the teacher's problems and needs. The learning technology perspective views that professional teacher learning not only focuses on the results of learning activities but also on processes and resources that are created, managed, and utilized optimally to facilitate various teacher learning activities through different modes or technological devices. Technology provides an opportunity to make teachers' professional learning more inclusive and sustainable. This opens up broad opportunities for future studies on technology-based teacher professional learning in the area or domain of educational technology or instructional technology.Abstrak.Penggunaan gadget yang semakin masif dan beragam oleh guru memungkinkan fasilitasnya diarahkan untuk kegiatan pembelajaran guru dalam meningkatkan kompetensi dan profesionalismenya. Penelitian ini bertujuan mengeksplorasi pembelajaran profesional guru berbasis teknologi dari perspektif teknologi pembelajaran. Selain karena publikasi tentang topik ini masih terbatas, penelitian ini juga penting sebagai landasan, kerangka, atau kerangka konseptual untuk penelitian pengembangan keprofesian guru berbasis teknologi. Untuk mencapai tujuan penelitian ini, pendekatan kualitatif melalui metode studi literatur atau studi kepustakaan merupakan metode penelitian yang dianggap relevan. Data pustaka dikumpulkan melalui buku, literatur, catatan, dan laporan penelitian sebelumnya yang relevan. Prosedur penelitiannya adalah membaca, mencatat, atau mencatat, kemudian menginventarisasi dan mengolahnya menjadi data penelitian. Hasil penelitian menyimpulkan bahwa pengembangan keprofesian guru bergeser menjadi pembelajaran profesional. Proses tersebut dikondisikan dan dibangun secara aktif, mandiri, berkesinambungan, dan berdasarkan proses sosial dan kontekstual sesuai dengan permasalahan dan kebutuhan guru. Perspektif teknologi pembelajaran memandang bahwa pembelajaran guru profesional tidak hanya terfokus pada hasil kegiatan pembelajaran tetapi juga pada proses dan sumber daya yang diciptakan, dikelola, dan dimanfaatkan secara optimal untuk memfasilitasi berbagai kegiatan belajar guru melalui berbagai moda atau perangkat teknologi. Teknologi memberikan kesempatan untuk menjadikan pembelajaran profesional guru lebih inklusif dan berkelanjutan. Ini membuka peluang luas untuk studi masa depan tentang pembelajaran profesional guru berbasis teknologi pada bidang atau domain teknologi pendidikan atau teknologi instruksional.

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Section: Introductionmentioning

confidence: 99%

Teacher Professional Learning in the Perspective of Educational Technology

Krismanto

2023

Kwangsan. J. Tek. Pend.

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“…Service employees, who are closest to the customers and create customer experiences (Okan et al, 2020), have to learn new skills and ways of working (Beane, 2019). They are also expected to take responsibility for their own professional learning to adapt their skills to these changes in service settings (Endedijk and Cuyvers, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Cuyvers et al. , 2020; Endedijk and Cuyvers, 2022) and contributes to the literature in three ways. First, to the best of our knowledge, this is one of the first studies that uncover the role of supportive social resources in improving SRLCs of service employees.…”

Section: Introductionmentioning

confidence: 99%

Improving self-regulated learning competencies of service employees: roles of regulatory appraisals and supportive resources

Elmadağ

Okan²,

Kurtuldu³

2022

JOCM

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PurposeIn the era of technological advancements such as artificial intelligence and robotics, the working environment of service employees is changing, and the need to self-regulate their learning efforts has reached a pinnacle. The purpose of this study is to investigate how supportive resources (organizational investments in social capital, supervisor support and favorable customer feedback) facilitate service employees' self-regulated learning competencies (SRLCs) and how individual factors (self-efficacy and goal orientation) regulate service employee performance outcomes (commitment to service quality and job performance).Design/methodology/approachDrawing on the social cognitive theory and social capital perspectives, a quantitative survey was implemented with 516 service employees of a corporation operating in Turkey in various service sectors (i.e. retailing, health and technology). The data are analyzed through a covariance-based structural equation model.FindingsResults showed that organizational, supervisory and customer-level supportive resources improved SRLCs and subsequently performance outcomes. Service employees' goal orientation and self-efficacy attenuate the relationship between supportive resources and SRLCs.Originality/valueThis paper enhances the current literature by investigating SRLCs of frontline service employees who need more dynamic and adaptive self-managed self-regulated learning rather than passive training activities. Moreover, the unexpected negative effect of regulatory mechanisms (goal orientation and self-efficacy) on the relationship between supportive resources and SRLCs opens new avenues for managers.

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“…Thus, we seek to examine these constructs in the e-learning context. Further, we examine experience to understand its effect on self-regulation (Endedijk & Cuyvers, 2022). This association highlights to teachers and trainers the need to develop training interventions to supplement self-regulation behaviors, as the literature from social cognition theory affirms a greater need for self-regulation in e-learning environment.…”

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confidence: 97%

A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts

Gupta,

Bamel

2023

OLJ

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Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a lacuna in the literature on the significance of these relationships in the context of e-learning. The exponential growth of e-learning and changes in business environment necessitate a study to examine the effect on self-regulation in the context of e-learning. This research is based on a sample of 525 management students from a business school in South Asia. The findings highlight that academic and internet self-efficacy have a positive effect on self-regulation even in an e-learning environment. e-learning here refers to interactive online learning, in a university setting. The findings have significant implications for both theory and practice as they build on the existing literature. We suggest use of training-based interventions for promoting self-regulation which subsequently would facilitate higher e-learning efficacy.

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Self-Regulation of Professional Learning: Towards a New Era of Research

Cited by 6 publications

References 85 publications

Teacher Professional Learning in the Perspective of Educational Technology

Teacher Professional Learning in the Perspective of Educational Technology

Improving self-regulated learning competencies of service employees: roles of regulatory appraisals and supportive resources

A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts

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