Integrating Multiple Theoretical Perspectives on Informal Field-based Learning: The Self-regulated Informal Learning Cycle (SILC)

Abstract

Informal field-based learning (IFBL)—a subset of work-related learning that is informal, intentional, and self-directed—is a developmental process in which motivational, behavioral, and cognitive mechanisms interact. Despite the consensus on the role of cognitive processing in learning, research on informal learning is dominated by a behavioral focus on learning activities, while the cognitive perspective remains sidelined. In the Self-regulated Informal Learning Cycle we introduce here, we use metacognitive and memory system lenses to zoom into the (meta-)cognitive IFBL processes, considering intention as a motivational starting point of the learning process. Specifically, we draw on self-determination theory, achievement goal theory, memory concepts, and self-regulated learning models. Our cycle distinguishes five phases—preparation, action, encoding and consolidation, performance, and self-appraisal—and elaborates on IFBL processes at the intentional, behavioral, cognitive, and metacognitive level. Theoretical implications for human resource development, including the often-neglected role of time in IFBL, are discussed.

Cite this

Julian Decius, Lorenz Decius, Simon A. J. Beausaert (2024). Integrating Multiple Theoretical Perspectives on Informal Field-based Learning: The Self-regulated Informal Learning Cycle (SILC). Human Resource Development Review. https://doi.org/10.1177/15344843241310631

@article{julian2024integrating,
  title  = {Integrating Multiple Theoretical Perspectives on Informal Field-based Learning: The Self-regulated Informal Learning Cycle (SILC)},
  author = {Decius, Julian and Decius, Lorenz and Beausaert, Simon A. J.},
  year   = {2024},
  journal = {Human Resource Development Review},
  doi    = {10.1177/15344843241310631}
}

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