Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ853300 - Pedagogy of Work-Based Learning: The Role of the Learning Group

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ853300
Title:	Pedagogy of Work-Based Learning: The Role of the Learning Group
Authors:	Siebert, Sabina; Mills, Vince; Tuff, Caroline
Descriptors:	Focus Groups; Group Experience; Evaluation; Surveys; Undergraduate Students; Higher Education; Graduate Students; Interviews; Socialization; Communities of Practice; Educational Environment
Source:	Journal of Workplace Learning, v21 n6 p443-454 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	Emerald. 875 Massachusetts Avenue 7th Floor, Cambridge, MA 02139. Tel: 888-622-0075; Fax: 617-354-6875; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Publication Date:	2009-00-00
Pages:	12
Pub Types:	Journal Articles; Reports - Evaluative
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.
Abstractor:	As Provided
Reference Count:	24

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1366-5626
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1108/13665620910976720

Back to Search Results