NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1117943
Record Type: Journal
Publication Date: 2016-Dec
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0020-4277
Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education
Emad, Gholam Reza; Roth, Wolff-Michael
Instructional Science: An International Journal of the Learning Sciences, v44 n6 p583-600 Dec 2016
Situated learning theories such as communities of practice provide a rich conceptual framework for analyzing the processes by which newcomers become full participants in the communities they enter. However, some research shows that these concepts have shortcomings for theorizing learning in formal educational settings especially when it comes to adult academic and career preparation. To redress these problems, we propose the conceptual framework of "quasi-communities," which retains some of the dimensions of the original concept while abandoning others. We use a case study of the continuing training of mariners as evidence to show how this framework is developed to identify and eventually improve learning in formal adult and vocational education. Our analysis illustrates the variable learning opportunities in these settings that are available or might be developed within this framework.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A