Practicum Learning Analysis Research Paper 2022

Running head: PRACTICUM LEARNING ANALYSIS 1
Practicum Learning Analysis
Institution
Student
Date

PRACTICUM LEARNING ANALYSIS 2
Practicum Learning Analysis
Introduction
De Houwer, Barnes-Holmes, & Moors, (2013) define learning as a process through which a
person gains new, or modifies existing skills, values, or knowledge. During a practicum, students
go through this process where they are given an opportunity to integrate, synthesize, and apply
the knowledge acquired in the classroom to gain more professional experience that is of
particular interest to them. Classroom learning enables learners and teachers to interact and
exchange ideas meant to expand knowledge. While in the practicum, learners are taught the
practical skills, competences, and knowledge they need to perform a specific job within the
workplace. Learning in the workplace can take place in various ways such as
coaching/mentoring, collaborating, apprenticeship, role-playing, and group discussions and
tutorials and so on. Workplace learning can be maximised in different ways by, for example,
aligning interests, modeling behavior, evaluating strengths and weaknesses of the learner,
adapting different learning styles, and recognizing success. The primary purpose of this paper is
to compare and contrast formal classroom learning with non-classroom learning and also to
identify various ways in which learning can occur in workplaces. It also explores the ways in
which this learning can be maximised.
Compare and Contrast formal classroom learning with non-classroom learning
 Learning in the classroom
Classroom learning occurs in dynamic environments where students, teachers, social structures,
materials, and textbooks are interactive and related. Sewagegn, & Diale, (2019) point out that
active learning takes place whenever students are given an opportunity to engage with the course

PRACTICUM LEARNING ANALYSIS 3
materials, take part in class, and collaborate with one another. Students cannot just listen and
memorize what they are taught in class; instead, they should be helped to demonstrate a process,
analyse arguments, or apply a concept practically say in the lab. Teaching and learning takes
place across different dimensions such as critical reflection, use of prior and emerging
experience, skills and strategies, knowledge and understanding, confidence, and independence.
As Darling-Hammond, Flook, Cook-Harvey, Barron, & Osher, (2020), state these dimensions of
learning cannot be treated separately, rather they are dynamically intertwined. They describe the
fundamental components that are essential in every classroom learning experience and students
learn best when these particular dimensions are addressed and integrated in their learning
experience.
 Learning on-the-job
On-the-job learning covers various things. It can be a practicum/internship, a modern
apprenticeship, or a training programme offered by an employer. Practicum or work placement
programs are tailored to provide a student with practical work experience in their specific careers
(Vicens, et al., 2017). While at a practicum, students learn by doing and by transferring the
knowledge they acquired in class to actual work. They use different workplace equipment,
documents, machines, and tools to learn how to practically and effectively do their job. Learning
happens within the normal work environment and can take place when the student performs their
assigned tasks. It can also occur elsewhere within the workplace by the use of dedicated
equipment, workstations, or training rooms.

PRACTICUM LEARNING ANALYSIS 4
 Similarities
Though they take place in different environments, classroom learning and non-classroom
learning share some similarities. Classroom and work-based learning are both essential processes
as they are both important in developing students’ level of knowledge and aptitude. As Rogers-
Chapman & Darling-Hammond, (2013) argue, classroom and work-based learning are vitally
interconnected in a way that a learner has to participate in class before he/she can actually get a
job opportunity and learn something through that job. Besides, in both formal (classroom) and
(on-the-job) informal learning, there is dependence where in the former the student needs to have
a teacher and in the latter, the learner requires the presence of a trainer, supervisor, or mentor. In
both formal and informal learning, obtaining feedback is essential. In the class, the teacher
should provide the student with ample feedback on their learning progress so that they can figure
out where they need to improve (Ahea, 2016). Similarly, while in the job, the employer should
give the learner sufficient feedback preferably after the practicum so that they can apply it in the
future.
 Differences
Despite the similarities between classroom and on-the-job learning, there are numerous
differences between the two learning processes that are worth highlighting. To start with, it is
splendid to note that classroom-based learning is considered formal whereas work-based learning
is viewed as informal. Classroom learning is facilitated by certified professionals and the whole
process is governed by educational systems that are supposed to adhere to certain standards,
class hours, and curricula (Van Noy, James, & Bedley, 2016). On-the-job learning, on the other