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Quasi-communities: rethinking learning in formal adult and vocational education

Citation

Emad, GR and Roth, W-M, Quasi-communities: rethinking learning in formal adult and vocational education, Instructional Science, 44, (6) pp. 583-600. ISSN 0020-4277 (2016) [Refereed Article]


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Copyright Statement

Copyright 2016 Springer Science+Business Media Dordrecht “The final publication is available at Springer via http://dx.doi.org/[10.1007/s11251-016-9386-9]”

DOI: doi:10.1007/s11251-016-9386-9

Abstract

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.

Item Details

Item Type:Refereed Article
Keywords:adult education, quasi-community, vocational education, maritime education and training, career and technical education, communities of practice
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:School/Institution
Objective Field:School/Institution not elsewhere classified
Author:Emad, GR (Dr Reza Emad)
ID Code:115422
Year Published:2016
Deposited By:Seafaring
Deposited On:2017-03-23
Last Modified:2017-11-19
Downloads:0

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