1 Distance and Contradictory Motives in Distributed Workplace Learning for a New Profession

In this paper, I explain the practical learning challenges in distributed workplace learning that are engendered by distance and contradictory motives between distributed instructors. I draw lessons from an empirical study of the institution of a new profession in the British National Health Service that was operationalised through distributed workplace learning. The practical learning challenges are explained from an activity-theoretical perspective to show the need for balance between work practice outcomes on the one hand, and theoretical and accreditation outcomes of learning on the other. I argue that the practical learning challenges in distributed workplace learning are rooted in: (1) multiple sources of instructions and remote separation of instructors; (2) pervasive and stronger contradictions between instructors ’ motives; and (3) the coercion of learners ’ core participation towards outcomes of practical learning by immediate (or local) instructors. I propose, further, that reducing the strength of contradictions between distributed instructors and increasing the co-presence of the distant instructor are worthy strategies for managing distributed workplace learning