In addition to research cited in our previous papers (Littlejohn, A., Milligan, C., & Margaryan, A. (2012), Littlejohn, A., Milligan, C., & Margaryan, A. (2011), Margaryan, A., Milligan, C., &, Littlejohn, A. (2011) and in our research on SRL in Massive Open Online Courses, - including Eraut, Fuller and Unwin, Billet, Engestrom, Hakkareinen, etc.) we hope to draw upon recent workplace learning literature such as:
- Intl Journal of Educational Research 47 (4) (2008) Special issue on 'Organisational and Personal Contributions to Workplace learning Environments'. This special issue includes an introduction by Harteis and Billet ('The workplace as a learning environment') and a discussion by Lehtinen ('Bridging the individual and the social in workplace learning and motivation'), along with five papers examining the interplay of individual and organisational perspectives of workplace learning. All these papers demonstrate the importance of considering both individual and organisational factors when conducting workplace learning research.
- Organisational socialisation and work-role transition literature (Nicholson, Jones, Saks and Ashworth, Gherardi and Nicolini, etc.) may be useful in providing an alternative perspective for the individual-organisational dynamic, showing how factors such as an individual’s prior experience, and the organisation’s culture and structure determine expectations of how learning and work interplay.
- Specific empirical studies such as Doos, Wilhelmson and Backlund (2005), (also Doos and Wilhelmson (2011)) who studied engineers at Ericsson.
- Doornbos, Bolhuis, Simons (2004), who argued for non-educational perspectives when describing work-related learning (they discuss experiential learning, self-directed learning and deliberate learning). Their argument focuses on issues such as the way learning at work is not usually structured by learning goals.