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

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

doi:10.1080/13636820.2010.523479

Cited by 135 publications

(116 citation statements)

References 59 publications

(90 reference statements)

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“…Patterson and and Crooks (2002) stated that reflection is one of the competencies required to become a self-directed learner. Reflection on the learning process is also an important component of learning (Jossberger, Brand-Gruwel, Boshuizen, & van de Wiel, 2010). De Grave (1996) also included the reflection process at the task level of meta reasoning in his coding system.…”

Section: Self-directed Processmentioning

confidence: 99%

Collaborative and Self-Directed Learning Processes: A Case Study in Malaysian Chemistry PBL Lesson

Peen¹,

Arshad²

2017

IJER

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AbstrackProblem-based learning (PBL) (Lim, 2007;Abu Hassan Kassim, 2003;Anuar Zaini, et al., 2003;Ng & Siow, 2003; Sharifah Maimunah, 2000). Students learning are in the form of passively accepting information from the teacher, copying notes, drill and practice, Indonesian Journal of Educational Review, Vol. 4 (1), July 2017 2 and 'cookbook style' practical activities. In such a learning environment, students become passive and dependent learners. Students face difficulties in learning and working with other when they enter tertiary education. Most students entering university are not prepared for active learning as they come from a passive, spoonfed and exam-oriented schooling system (Hussain & Berhannudin, 2009; Khairiyah, et al., 2009). There is a need to nurture students with the skills and capabilities to learn and collaborate with others since their schooling years. A transition from passive learning to actively engage in their own learning is the first step towards the development of well-rounded students. Thus, a learning environment providing real context learning and opportunity for students to work by themselves and among themselves has been designed and introduced into Malaysia secondary school. Problem-Based LearningProblem-based learning was developed by Howard S. Barrows and first implemented in McMaster University medical education in the 1960's (Barrows & Tamblyn, 1980). Medical students were not able to apply their knowledge in real clinical settings even though having passed the written examinations. PBL was thus developed to provide students with a learning environment that mirrored clinical practices, which could facilitate students' skills relevant to the real practice as well as promote deep learning. Various adaptations were made and PBL has been implemented across most disciplines, spread across the globe and was introduced into K-12 education (Tan & Mohammad Yusof Arshad, 2011).PBL is a pedagogical approach centered on ill-structured real world problem, which stimulate the practice of information-gathering, reasoning and problem-solving skills, interpersonal and team working skills, as well as the acquisition of content knowledge, in the process of working out the problem in collaborative groups. Students are responsible for their own learning while the instructor's role is to facilitate students' learning process without imparting direct answers or knowledge.There is limited research found about using PBL in Malaysia secondary schools even though there is an increase interest worldwide to implement PBL. Majority of Malaysia secondary school students as well as teachers have never come across PBL approach at schools (Faaizah & Halimah, 2007). Whether PBL is able to be implemented across Malaysia schools with large classes conducted by only one teacher remains a question. What will happen when teachers and students new to PBL experience PBL lessons? How will the learning proceeds? Are students able to work collaboratively and self-directly within their PBL groups and how does it occ...

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Section: Self-directed Processmentioning

confidence: 99%

Collaborative and Self-Directed Learning Processes: A Case Study in Malaysian Chemistry PBL Lesson

Peen¹,

Arshad²

2017

IJER

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“…Research has shown that the use of regulation prompts is an effective way to train students' SRL skills (e.g., Azevedo et al 2016;Jossberger et al 2010). At the right moments in the learning process, the development portfolio should prompt students to use the metadata to either orient themselves towards their future learning performance (prompts prior to the learning task) or evaluate their past learning performance (prompts after the learning task) and then plan the learning process.…”

Section: Promptsmentioning

confidence: 99%

Fostering self-regulation in training complex cognitive tasks

Meeuwen

Brand‐Gruwel

Kirschner

et al. 2017

Education Tech Research Dev

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In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (n = 12) or a new program (n = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills.

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“…Data extracts that best exemplified the main theme(s) were subsequently ascertained. To ensure trustworthiness, the strategies suggested by Lincoln and Guba [31] were adopted, listed in Table II.…”

Section: Factor Description Studymentioning

confidence: 99%

“…It is possible to have self-regulated learning without self-directed learning. Additionally, self-direct learning and self-regulated learning refer to both an instructional design or method and a personal characteristic [31]. Thus, an educator can implement self-directed learning as an instructional method and also develop a learner skill set (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Self-directed learning is thus principally and instructional method, focused on the actions of planning, implementing and evaluating learning. Jossberger, BrandGruwel, Boshuizen and van de Wiel [31] distinguish between the concepts self-directed learning and self-regulated learning, placing self-directed learning in the adult learning domain and self-regulated learning in the educational psychology domain. Self-directed learning can thus be viewed at the macro level (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

Conradie¹

2014

IJIET

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Abstract-The traditional learning approaches (i.e. educational philosophies or paradigms) of behaviouralism, humanism, cognitivism, social learning theory and constructivism, have been the foundation of instructional design and teaching practice. Connectivism, considered a learning paradigm in its infancy by some and a learning theory by others, augurs a more intrinsic approach for learning in the 21 century. This study explores the perceptions of 76 higher education learners regarding the use of a connectivism pedagogical approach through the use of personal learning environments. Forming part of a project to evaluate the effectiveness of personal learning environments to support self-directed learning, and thus indirectly self-regulated learning, semi-structured interviews was utilized. Results obtained include improve learner motivation, engagement, collaboration and self-actualization. Of special interest was the element of self-actualization, generally associated with humanism. In addition, learners found the new learning environment challenging, requiring them to think critical about module content. Self-directed learning, supported by the pedagogical approach of connectivism and personal learning environments, is postulated to be a crucial skill set for the 21 century learner.

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

Cited by 135 publications

References 59 publications

Collaborative and Self-Directed Learning Processes: A Case Study in Malaysian Chemistry PBL Lesson

Collaborative and Self-Directed Learning Processes: A Case Study in Malaysian Chemistry PBL Lesson

Fostering self-regulation in training complex cognitive tasks

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments

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