• Summary
  • Contents
  • Subject index

This Handbook provides a state-of –the art overview of the field of workplace learning from a global perspective. The authors are all well-placed theoreticians, researchers, and practitioners in this burgeoning field , which cuts across higher education, vocational education and training, post-compulsory secondary schooling, and lifelong education. The volume provides a broad–based, yet incisive analysis of the range of theory, research, and practical developments in workplace learning. The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state.

Towards a Meta-Theory of Learning and Performance
Towards a meta-theory of learning and performance
Towards a Meta-Theory of Learning and Performance

No single theory of learning currently exists. Rather, a multitude of different theoretical positions emphasize different aspects of the individual or situation context. Furthermore, this situation has characterized the literature on learning and performance for a number of years. As Underwood (1964) wrote:

There are many approaches which might be used to express the relationships among research findings for all forms of human learning. Undoubtedly, the most elegant way would be in terms of theory. A general theory of human learning … is clearly an ideal solution. No such system is available (p. 48).

More recently, Merriam (2001) acknowledging this stated; ‘What we do have is a mosaic ...

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