When students learn from experience in the occupational field

Abstract

This research was prompted by my concern over the lack of uniformity in the terminology used to discuss student learning in the relevant occupational fields. The literature review was originally an attempt to give a thorough theoretical foundation to the discourse. Instead, it digressed and ended up illustrating both the disparity in nomenclature and the tangent plane of learning from, at and through work. The qualitative research design, which is based on a constructivist and interpretivist paradigm, is explained. The use of a questionnaire is also explained. The results substantiate my concern, but do not contribute to uniformity. Participatory action research is suggested as a way forward.