What is it about?
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. The conceptual framework of quasi-communities retains some of the dimensions of the original concept while abandoning others.
Photo by Priscilla Du Preez on Unsplash
Why is it important?
Using a case study of the continuing training of mariners as evidence to show how the quasi-communities 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.
Read the Original
This page is a summary of: Quasi-communities: rethinking learning in formal adult and vocational education, Instructional Science, August 2016, Springer Science + Business Media, DOI: 10.1007/s11251-016-9386-9.
You can read the full text:
The following have contributed to this page