Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities

Abstract

In this dissertation, the focus is on learning in workplace simulations and the quest toward self-regulation in vocational education. The main aim was to gain understanding in the kind of difficulties and success factors students and teachers experience in workplace simulations, identify and explore self-regulated actions and to seek ways to support students’ self-regulated learning skills in the instructional design and feedback. One theoretical article and 4 empirical studies were conducted and are described in detail.