The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education

Abstract

This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedbackonly group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education.

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

“…Furthermore, students did not receive any feedback on whether their self-assessments or task-selections were correct (cf. Butler & Winne, 1995;Kicken, Brand-Gruwel, Van Merriënboer, & Slot, 2009). Such feedback might further improve learning from examples (e.g., Stark, Kopp, & Fischer, 2011).…”

Learning system management based on teaching factory in Indonesia

“…Research of Kicken et al (2009) shows that in conducting learning in vocational schools, the skill and seriousness of the students need to be prepared early and always done by mentoring and supervision, because it produces better results. In encouraging the achievement of good learning, it is necessary to consider a well-designed learning environment to help students comfort in the learning process.…”

“…From the findings of research at SMK Muhammadiyah 1 Klaten, there are similarities with the research that has been done. Kicken et al (2009), in terms of teachers to provide learning process to their students, provides portfolio development in learning. It is expected to provide the development of students skills in following the learning process in vocational schools.…”

“…For the difference in research of Kicken et al (2009), the improvement of skills in learning of the students still uses the structured pengawansan, so the worry will impact the loss of students' awareness of responsibilities and duties, whereas the purpose of learning in SMK is that how we have been able to give high awareness on students duties and responsibilities.…”

“…The study proposes the practical guidance for teachers personality development, and it also formulates the active learning models to support the students personality development. Kicken et al (2009) "Investigated the effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education". This experimental study was designed to investigate whether supervisory meeting in which the students get specific advice on how to use the portfolio of development to monitor their progress and the future lesson plan can help them to develop their self-learning skills and improve their learning in their own field.…”