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

The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Vocational Education and Training Taylor & Francis

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

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References (107)

Publisher
Taylor & Francis
Copyright
Copyright The Vocational Aspect of Education Ltd
ISSN
1747-5090
eISSN
1363-6820
DOI
10.1080/13636820.2010.523479
Publisher site
See Article on Publisher Site

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.

Journal

Journal of Vocational Education and TrainingTaylor & Francis

Published: Dec 1, 2010

Keywords: vocational education and training; competence; VET and development; learning theory; workplace learning

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