Students’ preferred characteristics of learning environments in vocational secondary education
Könings, Karen D.
van Merriënboer, Jeroen J. G.
- Publisher: Fachportal Pädagogik. DIPF
Special aspects of education | Pupils | Education | motivation | Berufsausbildung | Educational Environment | Bildung und Erziehung | learning | secondary vocational education | Lernumgebung | Lernen | measurement | Berufs- und Wirtschaftspädagogik | Pupil | Umfrage | Vocational Training, Adult Education | Bildungswesen quartärer Bereich, Berufsbildung | Berufsschule | Vocational education and training | Vocational school for apprentices | secondary vocational education; characteristics of powerful learning environments; student perceptions and preferences, survey | Messung | educational motivation | Berufsbildung | Learning environment | Preference | Erziehung, Schul- und Bildungswesen | Motivation for studies | L | Einstellung | vocational education | LC8-6691 | Bildungsmotivation | Vocational training | Präferenz | Learning motivation | student perceptions and preferences | survey | 10600 | characteristics of powerful learning environments | attitude | Lernmotivation | Schüler
If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument – the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers. (DIPF/orig.)