Socially shared regulation of learning in workplace team meetings
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| Udgivet i: | Journal of Workplace Learning vol. 37, no. 9 (2025), p. 24-39 |
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| Andre forfattere: | , , |
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Emerald Group Publishing Limited
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| Online adgang: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1108/JWL-09-2024-0205 |2 doi | |
| 035 | |a 3180652777 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 11881 |2 nlm | ||
| 100 | 1 | |a Palmu, Niina |u LET Lab – Learning and Educational Technology Research Lab, University of Oulu, Oulu, Finland | |
| 245 | 1 | |a Socially shared regulation of learning in workplace team meetings | |
| 260 | |b Emerald Group Publishing Limited |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a PurposeThis study investigates socially shared regulation of learning (SSRL) in workplace team interactions to understand how professionals manage their learning processes during team meetings. It aims to identify what types of SSRL phases appear in workplace team interactions and which SSRL phases and team-regulation behaviors are associated with SSRL episodes that achieve small-scale adaptation.Design/methodology/approachA qualitative study grounded in socio-cognitive theory was conducted, using a combination of deductive and inductive qualitative content analysis. This approach integrated process mapping and descriptive analysis. The data were derived from 24 one-hour team meetings involving 10 workplace teams from the service, manufacturing and information and communications technology sectors.FindingsSSRL was present in the team meetings, and it supported the teams in recognizing and adapting to situated challenges. Team-regulation behaviors, such as posing questions and assessing solutions regarding specific actions, contributed to small-scale adaptation in the regulation of the learning process.Research limitations/implicationsThe study used video analysis and relied on its ability to capture the phenomenon. Furthermore, the small sample size, specific cultural context and the voluntary participation of the teams may have introduced bias into the findings.Practical implicationsThe findings can guide customized training programs to improve team learning and performance by focusing on key SSRL phases and team-regulation behaviors essential for adaptability.Originality/valueThe study uses video data from team meetings to explore SSRL and its impact on successful collaboration. | |
| 653 | |a Behavior | ||
| 653 | |a Adaptability | ||
| 653 | |a Adaptation | ||
| 653 | |a Teamwork | ||
| 653 | |a Skills | ||
| 653 | |a Teams | ||
| 653 | |a Reflexivity | ||
| 653 | |a Meetings | ||
| 653 | |a Professionals | ||
| 653 | |a Metacognition | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Content analysis | ||
| 653 | |a Regulation | ||
| 653 | |a Cognitive behavioral therapy | ||
| 653 | |a Learning | ||
| 653 | |a Measures | ||
| 653 | |a Sociocultural factors | ||
| 653 | |a Learning processes | ||
| 653 | |a Mapping | ||
| 653 | |a Cultural factors | ||
| 653 | |a Information technology | ||
| 653 | |a Telecommunications | ||
| 653 | |a Qualitative research | ||
| 653 | |a Communications technology | ||
| 653 | |a Workplaces | ||
| 653 | |a Video recordings | ||
| 653 | |a Educational programs | ||
| 653 | |a Administrative Organization | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Environmental Influences | ||
| 653 | |a Workplace Learning | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Professional Education | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Informal Education | ||
| 653 | |a Learning Objectives | ||
| 700 | 1 | |a Järvenoja, Hanna |u LET Lab – Learning and Educational Technology Research Lab, University of Oulu, Oulu, Finland | |
| 700 | 1 | |a Piet Van den Bossche |u Department of Training and Education Sciences, University of Antwerp, Antwerp, Belgium, and Department of Educational Research and Development, Maastricht University, Maastricht, The Netherlands | |
| 700 | 1 | |a Järvelä, Sanna |u LET Lab – Learning and Educational Technology Research Lab, University of Oulu, Oulu, Finland | |
| 773 | 0 | |t Journal of Workplace Learning |g vol. 37, no. 9 (2025), p. 24-39 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3180652777/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3180652777/fulltext/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3180652777/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |