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

Abstract

Purpose – The aim of this paper is to evaluate the role of learning from participation in a group of
\nwork-based learners.
\nDesign/methodology/approach – This study relies on qualitative data obtained from a survey of
\nperspectives of students on two work-based learning programmes. A group of 16 undergraduate and
\nseven postgraduate students participated in a focus group and a number of one-to-one interviews.
\nFindings – It was found that work-based learners learn effectively from both their community of
\npractice in the workplace and their learning group of work-based learners within the university. The
\nstudy suggests that a learning group experience is valued highly by work-based students and that
\ndialogue with other students in the learning group appears to make a significant contribution to
\nenhancing their knowledge.
\nPractical implications – The findings have implications for the design of work-based learning
\nprogrammes. The approach which integrates learning from the students’ workplace community of
\npractice and learning from the learning group at the university appears to be most effective.
\nOriginality/value – The paper discusses the relationship between the nature of work-based learning
\nand the structure and pedagogy underlying such learning. Whilst the paper recognises that there are
\nbenefits to the individualised approach to work-based learning, it nevertheless argues for more focus
\non the social aspect of learning, and emphasises the role of interaction with other learners in the
\nlearning group.
\nKeywords Workplace learning, Teaching, Communities
\nPaper type Research paper