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Applied learning: a validated theoretical framework

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posted on 2023-01-18, 16:17 authored by Bruce Andrew Pridham
Submission note: A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy by published work to the School of Education, Outdoor and Environmental Studies, Faculty of Education, La Trobe University, Bendigo.

Thesis with publications.

The thesis – by publication presents and validates a theoretical framework to explain the factors associated with successful applied learning. Validation of the framework occurred in learning settings and contexts that included; higher education; secondary schools; vocational education; and workplaces. I use these diverse cases to demonstrate the utility and portability of the applied learning framework. The validated framework categorised the contributions of learning theory to successful applied learning outcomes at three levels. These are: • micro (individual’s experience of the learning environment); • meso (personal interactions with curriculum as designed and experienced); and • macro (societal, social, historical, political, and economic factors) influences applied learning experiences. Implementation of the model demonstrates how to improve applied learning by addressing the design, development, implementation, presentation and evaluation of learner and teacher practice. The extension of the original applied learning framework provides guidance to educators on ways how best to support learners through their education and working lives. Conceptual advances demonstrated from my work provide the foundations necessary to expand our understandings of how we can influence applied learning for individuals, and best support and maximise learning gains.


Center or Department

Faculty of Education. School of Education. Outdoor and Environmental Studies.

Thesis type

  • Ph. D.

Awarding institution

La Trobe University

Year Awarded


Rights Statement

This thesis contains third party copyright material which has been reproduced here with permission. Any further use requires permission of the copyright owner. The thesis author retains all proprietary rights (such as copyright and patent rights) over all other content of this thesis, and has granted La Trobe University permission to reproduce and communicate this version of the thesis. The author has declared that any third party copyright material contained within the thesis made available here is reproduced and communicated with permission. If you believe that any material has been made available without permission of the copyright owner please contact us with the details.

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