Temporal dynamics of situated learning in organizations
Temporal dynamics of situated learning in organizations
复制标题
组织中情境学习的时间动态
DOI：
10.1177/1350507609357004
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发表时间：
2010
影响因子：
2.4
通讯作者：
M. Easterby
中科院分区：
文献类型：
--
作者：
Jon Erland Lervik;K. Fahy;M. Easterby
情境学习理论认为，组织中的学习是在实际参与的环境和条件下产生的，时间是活动和学习环境的一个重要维度。然而，时间主要被概念化为社区的内部属性，缓冲了塑造工作和学习节奏的社会和组织临时性。本文通过对技术售后服务的案例研究，探讨了外部临时性因素如何影响情境学习。情境学习视角假设如何从广泛的资源和关系组合中构建新的理解。这些资源和关系在很大程度上受外部临时性因素的支配，这些临时性因素影响着通过日常工作学习的机会。我们强调时间结构是指导或阻碍新理解发展的重要机制，并得出结论，从时间角度看待情境学习对实践和进一步研究具有重要意义。
Situated learning theory posits that learning in organizations arises in the contexts and conditions of practical engagement, and time is an important dimension of activity and context of learning. However, time has primarily been conceptualized as an internal property of communities, buffered from social and organizational temporalities that shape rhythms of working and learning. This article examines how external temporalities affect situated learning through case studies of technical after-sales services. A situated learning perspective posits how new understandings are constructed from a broad assemblage of resources and relations. These resources and relationships are to a large extent governed by external temporalities that influence opportunities for learning through everyday work. We highlight temporal structures as an important mechanism guiding or obstructing the development of new understandings, and we conclude that a temporal perspective on situated learning holds important implications for practice and further research.