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Researching Transitions: Some Assumptions and Challenges of Researching Seamless Learning

Pillay, Hitendra K., Clarke, John A., & Hearn, Gregory N. (2005) Researching Transitions: Some Assumptions and Challenges of Researching Seamless Learning. In Pillay, Hitendra, Clarke, John A., & Hearn, Greg (Eds.) International Conference on Post-compulsory Education Conference : Vocational Learning: Transitions, Interrelationships, Partnerships and Sustainable Futures, 5-7 December, 2005, Gold Coast, Australia.

Abstract

Individual learning capacity is becoming highly valued in a knowledge and information society, fostering increased attention to knowledge innovation, transfer and management. In addressing this, researchers of seamless learning and associated transitions confront a complex labyrinth of contexts, approaches, processes and learner variables challenging the understanding of what, how and why individuals learn and what enables and hinders seamless learning. First, they need to challenge the traditional view of ‘learning environment’ as a passive, formal, homogenous, uni-dimensional and all inclusive entity. The knowledge and information society has produced a diversification of learning contexts which transcend contextual boundaries imposed by workplaces, formal institutions, and recreational, virtual home contexts. Second, they need to be aware of the assumptions that have developed as relevant concepts have evolved. For example, the original Bandurian concept of triadic interaction initially afforded equal importance to learner and environment but has developed into an almost exclusive focus on individuals. Third, researchers need to recognise that learning environments have an ‘intelligence’ built into them that influences learning behaviour. These issues are considered in terms of a conceptual model and research design for application to seamless learning

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ID Code: 9735
Item Type: Conference Paper
Additional URLs:
Keywords: learning environment, knowledge construction, knowledge society, individual learning, vocational learning
ISBN: 187537860X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 Australian Academic Press
Deposited On: 25 Sep 2007
Last Modified: 29 Feb 2012 23:11

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