ABSTRACT
This chapter focuses on the contextual antecedents of workplace learning and explores whether these differ across occupational groups. Most authors define workplace learning by focusing on the inherent link between learning and work, by referring to the fact that workplace learning is structured by the requirements of work practice. Today's learners are expected to be autonomous and determine for themselves what and how they want to learn. Although learners are expected to take responsibility for their own learning process and take initiative as autonomous learners, the context in which they operate also determines if and how they learn. This chapter discusses the different types of workplace learning and categorizes them according to five core dimensions of workplace learning: the location of the learning, the extent of planning the learning, the presence and role of the facilitator or coach, the presence and role of peers, and the pro-active role of the learner.
