When logics of learning conflict: an analysis of two workplace-based continuing education programs

Area of Science:

• Healthcare education
• Professional development
• Organizational learning

Background:

• Growing demand for alignment between continuing education (CE) and workplace needs.
• Challenges in integrating professional learning with practical workplace concerns.
• CE programs aim to improve patient care by influencing professional thought and communication.

Purpose of the Study:

• To explore conceptual intersections between two CE programs in a healthcare organization.
• To analyze curricula using "modes of ordering" to understand different learning logics.
• To identify implications for educators and participants based on these distinct logics.

Main Methods:

• Comparative analysis of two CE programs with different origins (workplace vs. university).
• Application of "modes of ordering" framework to curricula.
• Examination of roles for educators and participants within each program.

Main Results:

• Identified two distinct modes of ordering: learning as standardization and learning as identification.
• Demonstrated that these modes reflect separate logics of learning.
• Highlighted differing demands on educators and participants within each mode.

Conclusions:

• Both "learning as standardization" and "learning as identification" hold value in CE.
• Educators require conceptual tools to recognize and manage competing learning logics.
• The CE educator can be metaphorically viewed as a choreographer, integrating concepts and practices across different learning imperatives.