Theories of Workplace Learning in Changing Times (2^nd Ed.)
Routledge Psychology in Education Series

This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning.

Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book discusses:

• Learning of employees in the digital era
• Workplace learning
• High impact learning
• Informal learning
• Adult learning
• Learning & development didactics (L&D)
• Reflective practice
• Transformational learning
• Experiential learning
• Deliberate practice
• Communities of practice
• Team learning
• Organisational learning
• Expansive learning

Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training.

Building training and development programmes on recent theories of learning in the digital era From classic perspectives on learning to current views on learning High Impact Learning that lasts: Future-proof L&D STEP: a model for team reflexivity in the workplace L&D didactics for workplace learning Deliberate practice, the high road to expertise: K. A. Ericsson Transformational learning: Starting from Mezirow and evolving into a diversity of perspectives Experience and Reflection: D. Schön and D. Kolb Communities of practice: J. Lave and E. Wenger Team Learning: Harvesting diversity Systems thinking and building learning organisations: P. Senge On organisational learning: C. Argyris Inter-organisational expansive learning at work

Filip Dochy is Professor of Learning and Development in organisations. He is a European Academy of Science – Academia Europaea member. He is also a top 1% scientist at USERN (Universal Scientific Education and Research Network). He is the founding editor of the Educational Research Review and Frontline Learning Research. He is a past president of EARLI (www.EARLI.org) and founder of EAPRIL (www.EAPRIL.org).

David Gijbels is Professor of Learning and Instruction at the Faculty of Social Sciences, University of Antwerp, Belgium. He is a member of the research group Edubron and co-founder of the Antwerp Social Lab. He is also co-ordinating the research network on learning strategies in informal and social learning contexts.

Mien Segers is Professor of Corporate Learning in the Department of Educational Research and Development at the Maastricht University, School of Business and Economics, the Netherlands. She is also Series Editor for the EARLI book series, New Perspectives on Learning and Instruction.

Piet Van den Bossche is Professor of Learning in Organisations at the University of Antwerp (Faculty of Social Sciences) and Associate Professor at Maastricht University (School of Business & Economics). He is chair of the Department of Training and Education Sciences. He is also an elected member of the executive committee of the European Association of Research on Learning and Instruction (EARLI).