Distance and contradictory motives in distributed workplace learning for a new profession

Abstract

In this article, I explain the practical learning challenges in distributed workplace learning (WL) that are engendered by distance and contradictory motives between distributed instructors. I draw lessons from an empirical study of the institution of a new profession in the British National Health Service that was operationalised through distributed WL. The practical learning challenges are explained from an activity‐theoretical perspective to show the need for balance between work practice outcomes on the one hand, and theoretical and accreditation outcomes of learning on the other hand. I argue that the practical learning challenges in distributed WL are rooted in: (1) multiple sources of instructions and remote separation of instructors; (2) pervasive and stronger contradictions between instructors’ motives; and (3) the coercion of learners’ core participation towards outcomes of practical learning by immediate (or local) instructors. I propose, further, that reducing the strength of contradictions between distributed instructors and increasing the co‐presence of the distant instructor are worthy strategies for managing distributed WL.

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