ABSTRACT
Learners taking responsibility for their own Learning and Development (L&D) or learner agency involves self-regulation. Learner agency, exercised as self-regulated learning, has become more prevalent in the daily practice of the workplace and educational settings. Many studies consistently show that learner agency exercised as self-regulated learning significantly results in learning gains and improved performance. In their 2011 review study, T. Sitzmann and K. Ely conclude that current empirical evidence points out that trainees who engage in self-regulatory learning activities learn more than those who do not take responsibility for their learning process. Team learning was entangled by S. Decuyper, F. Dochy, and Van den Bossche who introduced the interdisciplinary approach, leading to the identification of eight team learning processes: sharing, co-construction and constructive conflict; team reflexivity, team activity and boundary-crossing; storage and retrieval. Team learning processes do not take place in a vacuum but are influenced by different interpersonal factors that emerge during the team process.
