Open Universiteit

Please use this identifier to cite or link to this item:
Title: A design-based approach with vocational teachers to promote self-regulated learning
Authors: Jossberger, Helen
Brand-Gruwel, Saskia
Van de Wiel, Margje
Boshuizen, Els
Keywords: Self Directed Learning
Issue Date: 21-Dec-2011
Abstract: This study investigates how vocational students’ self-regulated learning in workplace simulations can be improved by redesigning learning tasks and optimising feedback. Three teachers and 66 students in pre-vocational secondary education participated. Together with the teachers learning tasks were redesigned to offer students an authentic context, clear learning goals, a work preparation, transparent assessment criteria, and reflection moments. Moreover, a workshop focusing on providing feedback on process and self-regulation level was given. Results reveal that teachers felt enabled to engage in constructive conversations with students and were more aware of providing feedback to trigger students’ thinking about their processes during task performance. Students had significantly higher scores on internal regulation during the post-test while external regulation was not affected. Moreover, students showed an increase in reflecting on work/learning-related processes. Planning appeared to be difficult for students and was often neither realistic nor specific.
Description: Jossberger, H., Brand-Gruwel, S., Van de Wiel, M., & Boshuizen, H. P. A. (2011, August). A design-based approach with vocational teachers to promote self-regulated learning. Presentation at the 14th European Conference for Research on Learning and Instruction (EARLI), Exeter, England.
Appears in Collections:2. LC: Presentations

Files in This Item:
File Description SizeFormat 
Earli2011_HJO_presentation.pdf365.73 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.