The theory of constructivism learning has gained support from recent research suggesting the new ways on how to restructure the learning environment more effective to the learner. Learning environment dictates a lot on the understanding of learners. Learners vigorously construct knowledge by integrating new information and experience into what they have come to understand in the past in order to reunite with the present. They build many cognitive structures including prepositional knowledge and procedural knowledge which entails abilities, techniques, skills, and facts. This paper seeks to identify several strengths and weaknesses associated with workplace as a learning environment. Although workplace as a learning environment is associated with various advantages, it also accrues some drawbacks.
Strengths
Learning in the workplace is considered to be constructivism, situated learning, through an intellectual internship. Many students who learn in the workplace benefit from learning to deal with complex, risky and ill-defined situations by getting someone to model directly. This helps students to understand more than if it was merely done in a class (Kerka, 1997). Many of the activities that require learning in the workplace are the goal-oriented one so that students can learn directly on how to give a quality product or service.
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Secondly, students get a chance to try what they have been taught practically. For example, a nursing student will be given a chance to attend to a patient like a doctor showing concurrent reflections on what they have learned before. This action helps the tutor to assess the ability of the students to handle tasks in the workplace. Also, student's engagement in problem-solving scenario on daily basis leads to indexing which is fundamental.
In addition, learning in the workplace encourages interaction with the other workers and experts. For example, the technical courses need a lot of practice and without good engagement with other students and work experts, the student will not learn. In the workplace, practical are essential. Even if in the theory class a student never understood a concept, workplace culture and practice will teach effectively.
The intrinsic reinforcement is given in the workplace help students to access higher order propositional and procedural knowledge. If the same thing is repeated often, and the student is capable to participate often too, then the procedure will sink in mind more than if just taught in class.
Limitations
On the other hand, workplace learning environment has drawbacks. One of them is that it creates an inappropriate knowledge to students. For example, when students attend learning in the workplace, they get the real image of what is expected and in some cases; some of the jobs are associated with a certain gender or race (Kerka, 1997). Therefore, the real image of the workplace can be discouraging to some students.
Secondly, the workplace may have less or no challenging authentic activity. A student needs challenging activities to learn. If the workplace lacks sufficient or more challenging activities, students and teachers will not handle any practical activity and which is the key to workplace learning.
Lastly, teachers and working experts may be reluctant to participate in the workplace learning. The reluctance of experts or restrictions on their assistance will hinder learning process and the student will not benefit from the practical activity as required (Kerka, 1997). Involvement and engagement of all parties are fundamental in this activity.
To sum up this discussion, workplace as a learning environment is associated with many benefits while on the other hand, it has its own drawbacks. Some of these benefits are that many of the activities are goal oriented. Additionally, at workplace students have access to close guidance from teachers and work experts. Moreover, if learning happens in workplace always, students will engage in problem-solving activities daily which will lead to indexing. Lastly, there is intrinsic reinforcement in the workplace. On the other hand, students may acquire inappropriate knowledge from the workplace. The workplace may also lack sufficient or more challenging activities and finally, on drawbacks, the experts may be reluctant to participate.
Reference
Kerka, S. (1997). Constructivism, Workplace Learning, and Vocational Education. ERIC Digest No. 181.
