Article | European Journal for Research on the Education and Learning of Adults | A sociomaterial model of the teaching-learning continuum

Title:
A sociomaterial model of the teaching-learning continuum
Author:
Reinhard Zürcher: University of Teacher Education, Austria
DOI:
10.3384/rela.2000-7426.rela0139
Read article:
Full article (pdf)
Year:
2015
Volume:
6
Issue:
1
Pages:
73-90
No. of pages:
18
Publication type:
Article
Published:
2015-01-19


It is widely accepted today that the range between informal and formal learning can be conceptualized as a continuum. Since substantial models are not available, the specific features of this continuum depend on one’s preference. In this paper, I will propose a model for the continuum that defines its constituting variable ‘formalization’ and thereby its points and ends. Because the parameters of the learning process can reach different degrees of formalization, the continuum is split into sub-continua for each parameter. In a second step, the perspective on learning is expanded to the general teaching-learning process, with the consequence of complementing the learning continuum with a teaching continuum. In order to argue for entangled teachinglearning states and to address questions of materiality and causality, I draw on sociomaterial theories. Finally, some consequences for (adult) education research are discussed.

Keywords: informal learning; informal teaching; teaching-learning continuum; sociomaterial theories; (adult) education research

Volume 6, Issue: 1, Article 6, 2015

Author:
Reinhard Zürcher
Title:
A sociomaterial model of the teaching-learning continuum:
DOI:
10.3384/rela.2000-7426.rela0139
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Volume 6, Issue: 1, Article 6, 2015

Author:
Reinhard Zürcher
Title:
A sociomaterial model of the teaching-learning continuum:
DOI:
10.3384/rela.2000-7426.rela0139
Note: the following are taken directly from CrossRef
Citations:
  • Wendy McMilla & Natalie Gordon (2016). Being and becoming a university teacher. Higher Education Research & Development, : 1. DOI: 10.1080/07294360.2016.1236781
  • Barry Hake (2016). Regulatory governance of 'training markets', 'market failure', and 'quasi' markets: historical dimensions of the post-initial training market in The Netherlands. European Journal for Research on the Education and Learning of Adults, 7(2): 171. DOI: 10.3384/rela.2000-7426.rela9080
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