Understanding Adult Learners’ Sense-making to Inform Pedagogical Innovations in Blended Learning

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Braun, V., and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2). 77–101. Retrieved from http://dx.doi.org/10.1191/1478088706qp063oa Brinkerhoff, R. O., & Montesino, M. U. (1995). Partnerships for training transfer: Lessons from a corporate study. Human Resource Development Quarterly, 6(3), 263–274. Chen, Z., Ramos, C., Phua, L. D., & Cheng, S. C. (2019). Training and adult education landscape in Singapore: Characteristics, challenges and policies. Singapore: Institute for Adult Learning. Chun, W. C. (1998). The knowledge organization – A holistic view of how organizations use information. The knowing organization: How organizations use information to construct meaning, create knowledge and make decisions. Oxford University Press: New York. Cromwell, S. E., & Kolb, J. A. (2004). An examination of work‐environment support factors affecting transfer of supervisory skills training to the workplace. Human Resource Development Quarterly, 15(4), 449–471. Edwards, S. (2010) ‘Numberjacks are on their way’: A cultural historical reflection on contemporary society and the early childhood curriculum. Pedagogy, Culture & Society 18(3): 261–272. Engestrom, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. Evans, K., & Kersch, N. (2016). Understanding working places as learning spaces: Perspectives, insights and some methodological challenges. ASEM Forum for Lifelong Learning, 21st Century Skills, 305 October, Copenhagen. Fenwick, T., (2008a). Understanding relations of individual-collective learning in work: A review of research. Management Learning, 39(3), 227–243. Fenwick, T. (2008b). Women’s learning in contract work: Practicing contradictions in boundaryless conditions. Vocations and Learning, 1(1), 11–26. Fenwick, T. (2015). Sociomateriality and learning: A critical approach. In D. Scott & E. Hargreaves (Eds.), The SAGE handbook of learning, (pp. 83–93). London: SAGE. Fenwick, T., Jensen, K., & Nerland, M. (2012). Sociomaterial approaches to conceptualizing professional learning, knowledge and practice. Journal of Education and Work, 25(1), 1–13. DOI: 10.1080/13639080.2012.644901 Gleadow, R., Macfarlan, B., & Honeydew, M. (2015). Design for learning – A case study of blended learning in a science unit. F1000Research, 4. Herrington, J., Oliver, R., & Reeves, T. (2002). Patterns of engagement in authentic online learning environments. In ASCILITE 2002 conference proceedings. iN.LEARN 2020. (2019). Retrieved from http://www.skillsfuture.sg/inlearn Institute for Adult Learning. (2016). Blending classroom with work and technology: How to design a blended curriculum. IAL.

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5.2 Recommendations from the findings

7min
pages 54-57

References

4min
pages 58-60

Figure 10: HR learners’ sense-making experience in blended learning

5min
pages 48-49

4.3 Conclusion

3min
pages 50-51

Figure 9: WSH learners’ sense-making experience in blended learning

3min
pages 46-47

learning

1min
page 45

3.5 Conclusion

2min
page 37

Figure 8: Therapy Support learners’ sense-making experience in blended learning

7min
pages 42-44

Figure 6: Conceptual framework applied to the case studies

0
page 39

Figure 7: ICT learners’ sense-making experience in blended learning

1min
page 41

learning

2min
page 40

4. Adult Learners’ Experiences of Blended Learning

2min
page 38

Figure 3: Sense-making process by healthcare learners

10min
pages 27-30

1.3 Methodology and data sampling

2min
page 10

2.2 Factors mediating sense-making

13min
pages 15-19

3.2 Strong sense-making process

2min
page 26

Figure 2: Sense-making process by ICT learners

4min
pages 24-25

3.1 Limited sense-making process

2min
page 23

1.2 Definitions

1min
page 9

2.3 Conclusion

1min
page 20

1.4 Structure of the report

1min
page 12
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