Document Type
Article
Publication Date
2023
DOI
10.25304/rlt.v31.2934
Publication Title
Research in Learning Technology
Volume
31
Pages
2934 (1-15)
Abstract
The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. How-ever, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured inter-views were analyzed using thematic analysis. Findings include SRL strategies con-ducted by instructional designers and the challenges they faced. This study informs instructional-design professionals and educators of ways to encourage continuous professional learning using social media while fostering SRL simultaneously.
Rights
© 2023 Pauline Salim Muljana and Tian Luo.
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) License.
Original Publication Citation
Muljana, P. S., & Luo, T. (2023). Pursuing professional learning by using social media: How do instructional designers apply self-regulated learning? Research in Learning Technology, 31, 1-15, Article 2934. https://doi.org/10.25304/rlt.v31.2934
ORCID
0000-0002-8138-3722 (Luo)
Repository Citation
Muljana, Pauline Salim and Luo, Tian, "Pursuing Professional Learning by Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?" (2023). STEMPS Faculty Publications. 292.
https://digitalcommons.odu.edu/stemps_fac_pubs/292