ABSTRACT
The chapter explores the importance of autonomous learning, link it to other organizational or individual processes, and provide recommendations for fostering autonomous learning, across these contributions there is a sense that autonomous learning is distinct from training. Similarly, it is clear that autonomous learning frequently occurs in a social context. Learners will be consciously or unconsciously exposed to models, they may proactively seek help, information, and feedback, they may accept or reject feedback based, in part, on characteristics of the provider and their relationship, and they may be affected by role, organizational, and industry norms enacted by others in the workspace. Finally, individual self-regulation plays an important role in identifying the choice to engage and persist in autonomous learning. The overlap and distinctions across the contributions in this volume provide a rich array of research, theory, and speculation on our understanding of autonomous learning and its antecedents and consequences.
