This volume provides alternatives for tackling existing empirical, methodological, and analytical challenges. It does so by providing a broad overview of less established, as well as emerging methods, which are of great relevance for current research on professional learning and development. As such, it offers a comprehensive collection of state-of-the-art methodologies and future directions within the workplace learning and professional development research. By describing these novel approaches and providing empirical illustrations, the book promotes innovative methodologies for investigating professional learning and development. It also supports scholars to understand upcoming empirical research and methods and encourages novice as well as established researchers to adopt new empirical strategies beyond traditional ones that have the potential to enrich a better understanding of professional learning and development.
Chapter
1. Addressing methodological challenges in research on
professional learning and development (Michael Goller, Eva Kyndt, Susanna
Paloniemi, & Crina Dama).- Part I: Methods for data collection.
Chapter
2.
Applying the experience sampling method to research on workplace learning
(Jürgen Seifried & Andreas Rausch).
Chapter
3. Uncovering informal workplace
learning by using diaries (Andreas Rausch, Michael Goller, & Bianca
Steffen).
Chapter
4. Using the vignette technique to increase insight into
professional development at work (Veronika Anselmann & Regina H. Mulder).-
Chapter
5. Integrating self-reports and electrodermal activity (EDA)
measurement in studying emotions in professional learning complementary data
in researching emotions in professional learning. (Susanna Paloniemi, Markku
Penttonen, Anneli Eteläpelto, Päivi Hökkä, & Katja Vähäsantanen).
Chapter
6.
Multimodal stress assessment in working and learning contexts: Using
physiological, observational and experience-based data (Tobias Kärner &
Detlef Sembill).
Chapter
7. Combining physiological and experiential
measures to study adult learning (Minna Silvennoinen, Tiina Parviainen, Anita
Malinen, Suvi Karjalainen, Mari Manu, & Mikko Vesisenaho).
Chapter
8.
Measuring professional competence using computer-generated log data (Luca
Spliethoff & Stephan Abele).
Chapter
9. Investigating interaction dynamics:
A temporal approach to team learning (Lida David, Maaike Endedijk & Piet van
den Bossche).- Part II: Methods for data analysis.
Chapter
10. Bayesian
statistics in the research field of professional learning and development
(Petri Nokelainen, Tahani Z. Aldahdouh, & Alaa A. Aldahdouh).
Chapter
11. A
primer to latent profile and latent class analysis (Johannes Bauer).
Chapter
12. PLS-based structural equation modelling: An alternative approach to
estimate complex relationships between unobserved constructs (Michael Goller
& Frederic Hilkenmeier).
Chapter
13. Participants video annotations as a
database to measure professional development (Bianca Steffen & Maikki
Pouta).
Chapter
14. Data mining and analytics in the context of workplace
learning: Benefits and affordances (Dirk Ifenthaler).
Chapter
15. Addressing
wicked problems using visual analysis (Eva Kyndt & Jan Aerts).- Part III:
Research approaches.
Chapter
16. Delphi-technique as a method for research
on professional learning (Christian Harteis).
Chapter
17. The narrative
approach to research professional identity: relational, temporal, and
dialogical perspectives (Katja Vähäsantanen, & Maarit Arvaja).
Chapter
18.
Capturing actions of communities: Towards virtual ethnography and digital
tools in researching organizations and workplace learning (Soila Lemmetty,
Kaija Collin, Vlad Glveanu, & Susanna Paloniemi).
Chapter
19. Video-based
interaction analysis: a research and training method to understand workplace
learning and professional development (Laurent Filliettaz, Stéphanie Garcia,
& Marianne Zogmal).- Chapter
20. Q Method: Assessing subjectivity through
structured ranking of items (Susanne Leidig, Hanna Köhler, Carina Caruso, &
Michael Goller).
Chapter
21. Eye tracking in professional learning and
development: Uncovering expertise development among residents in radiology
(Helen Jossberger).
Chapter
22. Seeing workplaces from a Social Network
Analysis (SNA) approach (Tuire Palonen).
Chapter
23. Design-based research
grounding, understanding and empirical illustration in the context of
vocational education (Karl-Heinz Gerholz & Anne Wagner).
Chapter
24. Change
Laboratory method for facilitating transformative agency and collective
professional learning case from a Finnish elementary school (Anu Kajamaa &
Sakari Hyrkkö).
Chapter
25. Professional learning analytics: Understanding
complex learning processes through measurement, collection, analysis, and
reporting of MOOC data (Allison Littlejohn, Eileen Kennedy, & Diana
Laurillard).
Chapter
26. Longitudinal case study research to study
self-regulation of professional learning: combining observations and
stimulated recall interviews throughout everyday work (Katrien Cuyvers, Piet
Van den Bossche, & Vincent Donche).- Part IV: Discussion & Commentary.-
Chapter
27. Researching professional learning in complex environments:
Opportunities and challenges from a qualitative research perspective (Monika
Nerland).
Chapter
28. How to deal with the complexity in research on
workplace learning (Erno Lehtinen).
Michael Goller (PhD Educational Sciences) is a research associate and postdoctoral scholar at the Institute of Educational Science at the University of Paderborn, Germany. Between October 2018 and March 2020 he served as full visiting professor at the University of Bamberg. His current research interests comprise among others expertise development and workplace learning in general and in contexts of digitalisation in particular, as well as professional learning and development of students at the boundary of institutionalised and less institutionalised learning environments like internships or particular learning arrangements in VET. In his research, he adopts a mix of research methods covering both qualitative as well as quantitative approaches (diaries, document analysis, qualitative content analysis, thematic analysis, PLS-based SEM, latent profile analysis, latent moderator SEM).Eva Kyndt (PhD Educational Sciences) is an associate professor in human resource development and management at the Centre for the New Workforce (Swinburne University of Technology, Melbourne, Australia) and Department for Training and Education Sciences (University of Antwerp, Belgium). The common thread in her research is the attention of the intersection between learning and working. She has a profound interest in sustainable careers and focuses on lifelong learning and wellbeing of (prospective) employees. Her research interests include preparing graduates for sustainable careers, social networks in organisations, wellbeing at work and workplace learning. While she has conducted several mixed methods studies, she primarily adopts advanced quantitative methods including multilevel analysis, mixture growth models, generalized cross-lagged panel models and neural network analysis. In addition, she is currently venturing into emerging methods such as multilevel network analysis, self-organizing maps and visual analysis.
Susanna Paloniemi (PhD Educational Sciences) is a senior university lecturer at the University of Jyväskylä, Finland. Her recent and current research focuses on professional learning, identity and agency in various work contexts and domains. Further, research on the role of emotions within the process of professional learning at work, has brought various research methods in the centre of her work. The application of a multi-method approach (e.g. self-reports, measurements, observations) in researching workplace learning from various perspectives is the underlying interest in her work.
Crina Damsa (PhD Educational Sciences) is an Associate Professor at the Department of Education at University of Oslo, Norway. The main theme of her research are situated processes of learning among young adults (students and professionals), under an overarching interest for lifelong learning. Research areas such as learning through collaboration and inquiry, technology enhanced learning and agency in work and learning are especially highlighted. While she has conducted several mixed methods studies, Crinas research primarily adopts a qualitative methodology, including varied analytical approaches, designs and interpretative frameworks. Both exploratory ethnographies and longitudinal video observation research, and formative intervention studies, using a design-based methodology, are represented in her work. Currently, she is initiating research employing event sampling methods and multimodal learning, aiming to capture learning activities across digital and physical contexts.
