Assessing Digitized Self-Regulation Strategies In Workplace E-Learning

Self-regulated e-learning in organizations provides a potent strategy to empower trainees, promote autonomy, and enhance learning performance. Considering the popularity of e-learning for training and development in organizations, especially in a post-pandemic scenario, the authors aim to identify the several e-learning strategies deployed by employees for self-regulation of their e-learning progress. This study intends to assess the application of self-regulated learning in an organizational learning context. For this study, semi-structured interviews of employees who have upskilled themselves using e-learning systems have been conducted. An exploratory, qualitative approach has been adopted to study a sample of 53 employees working in the IT sector in Maharashtra, India. The outcomes of the present research were reviewed using content and thematic analysis techniques. Based on these findings, we propose a DER (Design, Execution, Review) framework highlighting the digital tools and strategies that organizational learners utilize for self-regulated e-learning practices throughout the learning process. organizations may develop innovative and engaging e-learning experiences by utilizing mind maps, vision boards, learning analytics tools, gamification, progress checkpoints, peer feedback and discussion boards. The use of self-regulation for e-learning helps to foster intellectual curiosity, analytical abilities and a commitment to perpetual learning. Self-regulated e-learning has the potential to revolutionize how learning is supported and experienced in organizations, empowering employees to thrive in an ever-changing technological landscape.