Distance and contradictory motives in distributed workplace learning for a new profession

Abstract

In this article, I explain the practical learning challenges in distributed workplace learning (WL) that are engendered by distance and contradictory motives between distributed instructors. I draw lessons from an empirical study of the institution of a new profession in the British National Health Service that was operationalised through distributed WL. The practical learning challenges are explained from an activity-theoretical perspective to show the need for balance between work practice outcomes on the one hand, and theoretical and accreditation outcomes of learning on the other hand. I argue that the practical learning challenges in distributed WL are rooted in: (1) multiple sources of instructions and remote separation of instructors; (2) pervasive and stronger contradictions between instructors' motives; and (3) the coercion of learners' core participation towards outcomes of practical learning by immediate (or local) instructors. I propose, further, that reducing the strength of contradictions between distributed instructors and increasing the co-presence of the distant instructor are worthy strategies for managing distributed WL.

Feedback effectiveness in professional learning contexts

“…Hierarchic contexts where access to powerful knowledge is asymmetrically distributed may represent a challenging environment for the conveyance of effective feedback. This coheres with observations from other safety‐critical and high‐risk professional environments where learning approaches have been conceptualised as being prone to inertia and conservatism (Wiredu, ; Beighton et al ., ).…”

Assessment of Professionals’ Continuous Learning in Practice

“…The information might be intended for practitioners' sole use, for example to stimulate their own refl ection on learning or to help them to track their learning activities over time, or it may be used towards licensure and certifi cation purposes (this issue is discussed in more detail further on). One example by Wiredu ( 2007 ) examined what happened when peri-operative practitioners, a new professional group, were taught to use a special PDA (personal digital assistant) application to mobilise and assess their ongoing learning. The educator and practitioners interacted throughout their everyday work: they shared experiences among themselves in situ using the PDA, and he added questions to solicit their problems and concerns about their learning.…”

“…Furthermore, as in the case of inter-professional work, there are contrasting professional criteria and perspectives at stake in assessing learning processes of a particular group. Additional complexities in learning assessment are created when practitioners are distributed across different institutional settings, as Wiredu ( 2007 ) shows, where different cultural norms of practice and forms of control are in effect as well as institutional structures that resist learning processes. These various infl uences on the assessment of practice-based learning are mediated by professional associations, human resource departments, managers, and educators, each often bringing different theories and norms to the consideration of professional learning and assessment.…”

Instructor beliefs and their mediation of instructor strategies

“…Issues of hierarchy and power may disrupt the learning relationship, Foucault (1980, p. 39) suggesting that there is no learning without conflict. Despite recent research conducted in this area (see, for example, Manathunga, 2007; Wiredu, 2007), it would be fair to say that limited attention has been given to power and politics in workplace learning overall (Fenwick and Rubenson, 2005).…”