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Full-Text Articles in Education
Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo
Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo
STEMPS Faculty Publications
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 …
Instructional Designers Conducting Professional Learning Using Social Media: A Phenomenological Study Of Their Experiences Through A Self-Regulated Learning Lens, Pauline S. Muljana
Instructional Designers Conducting Professional Learning Using Social Media: A Phenomenological Study Of Their Experiences Through A Self-Regulated Learning Lens, Pauline S. Muljana
STEMPS Theses & Dissertations
Because the instructional design and technology field is dynamic (Sharif & Cho, 2015; Wang et al., 2021), instructional designers need to pursue continuous, just-in-time professional learning (Carliner, 2018) to improve knowledge, skills, and abilities (Sharif & Cho, 2015; Ritzhaupt & Martin, 2015), without being constrained by location, budget, and time (Muljana et al., 2020; Muljana et al., 2021). On the one hand, the omnipresent social media technologies offer affordances for facilitating this type of professional learning. Such technologies allow instructional designers to reach out to colleagues, search for ready-to-implement strategies, and find relevant, timely information. On the other hand, conducting …