Articlegreen2010

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements

Helen Jossberger · Saskia Brand‐Gruwel · Henny P. A. Boshuizen · Margaretha W. J. van de Wiel

223 citations0/0 files storedJournal of Vocational Education and Training

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Innovative Teaching and Learning Methods Vocational Education and Training Vocational and Entrepreneurial Education

Abstract

Workplace simulations (WPS), authentic learning environments at school, are increasingly used in vocational education. This article provides a theoretical analysis and synthesis of requirements considering learner skills, characteristics of the learning environment and the role of the teacher that influence good functioning in WPS and foster students' learning. WPS appeal to students' self‐directed learning (SDL) and self‐regulated learning (SRL) skills, as students are required to work and learn independently in these settings. To achieve individual learning, the environments should be adaptive to the learners' needs. Furthermore, the teachers should support learners to become competent in the domain but also guide them to become self‐directed learners. To do so the interaction between the student, the teacher and the environment is of importance. The proposed model depicts the different elements and their relations.

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References

1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1985Social Foundations of Thought and Action : A Social Cognitive Theory 2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions 2007The Power of Feedback 1993The role of deliberate practice in the acquisition of expert performance.2002Becoming a Self-Regulated Learner: An Overview 2000Attaining Self-Regulation

Cited by

2019Self-directed learning: A fundamental competence in a rapidly changing world 2020Self-Directed Learning: A Core Concept in Adult Education 2015Academic performance and the practice of self-directed learning: The adult student perspective 2018Emotional intelligence ( EI ) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education 2019A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness 2013

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