Pedagogy of work‐based learning: the role of the learning group

Pedagogy of work‐based learning: the role of the learning group Purpose – The aim of this paper is to evaluate the role of learning from participation in a group of work‐based learners. Design/methodology/approach – This study relies on qualitative data obtained from a survey of perspectives of students on two work‐based learning programmes. A group of 16 undergraduate and seven postgraduate students participated in a focus group and a number of one‐to‐one interviews. Findings – It was found that work‐based learners learn effectively from both their community of practice in the workplace and their learning group of work‐based learners within the university. The study suggests that a learning group experience is valued highly by work‐based students and that dialogue with other students in the learning group appears to make a significant contribution to enhancing their knowledge. Practical implications – The findings have implications for the design of work‐based learning programmes. The approach which integrates learning from the students' workplace community of practice and learning from the learning group at the university appears to be most effective. Originality/value – The paper discusses the relationship between the nature of work‐based learning and the structure and pedagogy underlying such learning. Whilst the paper recognises that there are benefits to the individualised approach to work‐based learning, it nevertheless argues for more focus on the social aspect of learning, and emphasises the role of interaction with other learners in the learning group. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Workplace Learning Emerald Publishing

Pedagogy of work‐based learning: the role of the learning group

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Publisher
Emerald Publishing
Copyright
Copyright © 2009 Emerald Group Publishing Limited. All rights reserved.
ISSN
1366-5626
DOI
10.1108/13665620910976720
Publisher site
See Article on Publisher Site

Abstract

Purpose – The aim of this paper is to evaluate the role of learning from participation in a group of work‐based learners. Design/methodology/approach – This study relies on qualitative data obtained from a survey of perspectives of students on two work‐based learning programmes. A group of 16 undergraduate and seven postgraduate students participated in a focus group and a number of one‐to‐one interviews. Findings – It was found that work‐based learners learn effectively from both their community of practice in the workplace and their learning group of work‐based learners within the university. The study suggests that a learning group experience is valued highly by work‐based students and that dialogue with other students in the learning group appears to make a significant contribution to enhancing their knowledge. Practical implications – The findings have implications for the design of work‐based learning programmes. The approach which integrates learning from the students' workplace community of practice and learning from the learning group at the university appears to be most effective. Originality/value – The paper discusses the relationship between the nature of work‐based learning and the structure and pedagogy underlying such learning. Whilst the paper recognises that there are benefits to the individualised approach to work‐based learning, it nevertheless argues for more focus on the social aspect of learning, and emphasises the role of interaction with other learners in the learning group.

Journal

Journal of Workplace LearningEmerald Publishing

Published: Aug 7, 2009

Keywords: Workplace learning; Teaching; Communities

References

  • Breaking the consensus: lifelong learning as social control
    Coffield, F.

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