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Philosophies of Work Based Learning WBL - Coggle Diagram
Philosophies of Work Based Learning
WBL
Experiential learning
(Kolb, 1984)
Acknowledges previous work experience (Helyer et al., 2021); Gallatley, 2021a)
Learning by doing (Kolb, 1984)
Focuses on what is being learnt daily (Galletly 2021a; Chan, 2023)
Relevant to the work place (Galletly 2021a; Chan, 2023)
Meeting employers needs (Doherty and Stevens, 2020)
Experience and formal knowledge combined (Attenborough, 2019)
Degree Apprenticeships (Attenborough, 2019; Doherty and Stevens, 2020)
Cost affective (Chandan et al. 2022)
United Kingdom Government vision (Doherty and Stevens, 2020)
Sustainable economical growth (Doherty and Stevens, 2020)
Continuous professional development
Essential for revalidation (HCPC, 2017)
Increasing knowledge (Broughton and Harris, 2019)
Evidence based practice (HCPC, 2017)
Personal development (Broughton and Harris, 2019)
Quality improvement for service users (Health Care Professional Council (HCPC), 2017)
Opportunities for job progression (Helyer et al., 2021)
Lifelong learning (Broughton and Harris, 2019)
Supports personal development reviews (Broughton and Harris, 2019)
Different approaches to learning
Blended learning
(Helyer et al., 2021)
Combination of :
Classroom teaching (Helyer et al., 2021)
Online teaching (McCartney et al., 2020)
Action learning sets
Peer support (Helyer et al. 2021)
Tutor supervision (Helyer et al., 2021)
Library access (Helyer et al., 2021)
Online learning platforms i.e. canvas (Helyer et al., 2021)
Remote learning (McCartney et al., 2020)
Flipped classroom
(Helyer et al., 2021)
Reflecting on the lecture (Helyer et al., 2021)
Discussion with tutors (Helyer et al., 2021)
Independent research (Helyer et al., 2021)
Popular within higher education (Helyer et al., 2021)
Taking notes during lectures (Helyer et al., 2021)
Self directed learning
To complete independent learning through initiative
(Mentz and Bailey, 2020; Helyer et al., 2021)
Strengths
Relevant learning (Helyer et al., 2021)
Increases autonomy (Mentz and Bailey, 2020).
Increases motivation (Helyer et al., 2021)
Flexibility (Helyer et al., 2021)
Improves problem solving skills (McCartney et al., 2020)
Improves research skills (Helyer et al. 2021)
Improving evaluation skills (Mentz and Bailey, 2020).
Meeting the learners needs (Helyer et al., 2021)
Taking responsibility (Mentz and Bailey, 2020).
Meaningful learning (Mentz and Bailey, 2020).
Weaknesses
Good teaching is needed to prior to self directed learning _Mentz and Bailey, 2020).
Does not suit every learning style Mentz and Bailey, 2020).
Requires self motivation (Helyer et al., 2021)
Requires good time management (Mentz and Bailey, 2020).
Less formal teaching (Mentz and Bailey, 2020).
Reflective practice
Recognises learning opportunities (Galletly, 2021a; Ingham and Bromfield, 2020)
Essential aspect of work based learning, (Helyer et al., 2021)
Self assessment (Lilienfeld & Basterfield, 2020)
Becoming self aware
Critical reflection (Helyer et al. 2021)
Gaining a deeper understanding of an experience (Kolb, 1984 )
Personal development (Iliff et al., 2021)
Improvement for service users (Olaniyi&Okhiai, 2023)
Models & frameworks support reflection
(De La Croix and Veen,2018; Helyer et al., 2021)
Benefits of WBL
Increasing employer engagement (McCartney et al., 2020)
Increasing productivity (Chandan et al., 2022)
Cost affective as people can learn and work simultaneously (Galletly, 2021a; Chandan et al., 2022)
Creates skilled employees (McCartney et al., 2020)
More experienced staff (Hamilton, 2023)
Flexible (Galletly, 2021a)
Facilitates better learning (Attenborough, 2019)
Creates competent and confident employees (McCartney et al., 2020)
Popular at higher education level (Hamilton, 2023)
Criticism of WBL
Releasing staff for study days (Chandan et al., 2022)
Time management difficulties (Attenborough, 2019)
Difficulties to improve services due to resistance to change (Doherty and Stevens, 2020)
Reliant on supportive managers (Doherty and Stevens, 2020)
Good links between stakeholders is essential i.e. employers /universities (Attenborough, 2019)
Often unrecognized by learners and teachers (Attenborough, 2019)
Staff shortages could affect work quality (Chandan et al., 2022)
Unrecognized learning opportunities at the workplace (Attenborough, 2019)
Risk of burnout in staff due to busy work environments (Attenborough, 2019)
Can be stressful for learners (Chan, 2023)
Organizational culture can be a barrier (Doherty and Stevens, 2020)