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ERIC Number: EJ862364
Record Type: Journal
Publication Date: 2009-Sep
Pages: 19
Abstractor: ERIC
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0141-8211
The Characterisation of Work-Based Learning by Consideration of the Theories of Experiential Learning
Chisholm, C. U.; Harris, M. S. G.; Northwood, D. O.; Johrendt, J. L.
European Journal of Education, v44 n3 p319-337 Sep 2009
Over the past decade, the analysis of what occurs when learners are involved in "work"-based learning (WBL) has, at best, been superficial and simplistic, i.e. it has been accepted that individuals learn by being in a knowledge-based work-based environment. It does not follow, however, that they will acquire the knowledge they are seeking simply by being in a "real world" workplace environment. What needs to be considered is how the learning processes take place in "work"-related environments and how, by understanding the mechanisms of learning, the work-based environment can be formalised as an authentic learning environment and thus accepted as comparable but nevertheless different from the traditional on-campus one. In this article, the authors examine how experiential learning theories can contribute to the development of a common theoretical framework that draws together lifelong learning practice to support the conceptualisation of work-based learning. They believe this approach is an important step which needs to be taken, as a common theoretical framework will underpin policy-making at institutional and systemic levels and encourage a common European strategy regarding the role of WBL in tertiary education. The establishment of such a framework would have major implications for tertiary education, as it would mean achieving a common approach across Europe. These authors have been involved over the past 20 years as researchers and in the development and teaching of WBL from diploma to professional doctorate levels. The characterisation of WBL by consideration of experiential theories is based on both practice over the past 10 years and consideration of relevant theories. While much of the practice was concerned with higher education, the authors have also been involved with developments at further education and non-formal education levels. They also believe from their studies to date that the conceptualisation of WBL should be applicable at all levels and this has been their experience from informal to professional doctorate levels. (Contains 3 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A