Samenwerken en leren over grenzen heen bij het ontwerpen en implementeren van een hybride leeromgeving

When education and professional practice are integrated in one setting, the actors, who collaborate from different perspectives or practices, are likely to experience boundaries. These boundaries can hinder cooperation, but can also be vital sources for learning. In this chapter learning processes across boundaries are studied by analysing (inter)actions during the design and implementation of a so-called hybrid learning configuration at the interface of school and workplace.
Transcripts of interviews with members of the design team were coded using a theoretical framework. This framework provided a lens through which different ways of boundary crossing and learning mechanisms and processes became visible, thus enabling a deeper understanding. This yielded suggestions for enhancing boundary learning processes.