Technology-Enhanced Professional Learning
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Claims the paper makes
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Most learning that occurs in the workplace is informal and social, difficult to measure, and often unrecognised.
“Most of the learning that occurs in the workplace is informal and social, it is difficult to measure and it is often unrecognised (Littlejohn and Margaryan, 2014).”
From Activity theory as framework for analysis of workplace learning technologies: the case of generative AI conversational agents (2025) · cites this paper as Littlejohn and Margaryan, 2014
Traditional forms of learning do not support what graduates need once in the workplace, where learning is unstructured, continuous, self-regulated, largely directed by the individual, complex to assess, and generally a response to new challenges at work.
“These forms of learning, however, do not support what graduates need once in the workplace, where learning is unstructured, continuous, self-regulated, largely directed by the individual, complex to assess and is generally a response to new challenges at work (Littlejohn and Margaryan, 2014).”
From Activity theory as framework for analysis of workplace learning technologies: the case of generative AI conversational agents (2025) · cites this paper as Littlejohn and Margaryan, 2014
Cites
Mixed Methods Research: A Research Paradigm Whose Time Has Come
Johnson, R. B., & Onwuegbuzie, A. J. (2004) · Educational Researcher · doi:10.3102/0013189x033007014 · Cited by 11,170 · see citing works
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · see citing works
Kittur, A., Nickerson, J. V., Bernstein, M., Gerber, E., Shaw, A., Zimmerman, J., Lease, M., & Horton, J. (2013) · Proceedings of the 2013 conference on Computer supported cooperative work · doi:10.1145/2441776.2441923 · Cited by 1,034 · see citing works
Industrial and Organisation Research on Self‐Regulation: From Constructs to Applications
Vancouver, J. B., & Day, D. V. (2005) · Applied Psychology · doi:10.1111/j.1464-0597.2005.00202.x · Cited by 190 · see citing works
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Martinez Marroquin, E., & Senadji, B. (2025) · The International Journal of Information and Learning Technology · doi:10.1108/ijilt-07-2024-0141 · Cited by 4 · see citing works
- Authors
- Littlejohn, A., & Margaryan, A.
- Affiliations
- Glasgow Caledonian University (GB)
- Corresponding author
- Littlejohn, Allison
- Venue
- Springer International Handbooks of Education
- Publisher
- Springer Netherlands
- Published
- 2014
- Pages
- 1187-1212
- ISSN
- 2197-1951 (ISSN-L)
- 2197-196X
- OpenAlex
- W998245479
- Cited by
- 52
- References
- 4
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 2 · 2023: 7 · 2022: 5 · 2021: 3 · 2020: 2 · 2019: 7 · 2018: 5 · 2017: 2 · 2016: 6 · 2015: 5 · 2014: 3
- FWCI
- 7.54
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- Locations
- Springer international handbooks of education (publishedVersion)
- Open Research Online (The Open University) (acceptedVersion)
- ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (submittedVersion)
- Open Research Online - ORO (The Open University) (submittedVersion)
- Routledge eBooks
- Topics
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Physical Sciences › Computer Science › Information Systems › Digital Education and Society
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Organizational Learning and Leadership
- Keywords
- professional learning, work practices, digital technologies, continuous learning, personalized learning, workplace learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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