Work-based distance learning for probation practice: Doing the job properly

Abstract

This article supports Dominey’s ‘Work-based Distance Learning for Probation Practice: Doing the Job Properly’ whilst examining some of the points she makes on the basis of research evidence. In particular, it argues the case for the practice-based teacher and for sufficient study time as two essential elements in any effective learning environment for probation trainees. The value of face-to-face teaching to probation trainees is explored in the context of the current shift to a predominantly distance learning mode of delivery and the relationship between higher education and the commissioners of training is discussed.