Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/142437
Authors: 
Placklé, Ingeborg
Könings, Karen D.
Jacquet, Wolfgang
Struyven, Katrien
Libotton, Arno
van Merriënboer, Jeroen J. G.
Engels, Nadine
Year of Publication: 
2014
Citation: 
[Journal:] International Journal for Research in Vocational Education and Training (IJRVET) [ISSN:] 2197-8646 [Volume:] 1 [Issue:] 2 [Pages:] 107-124
Abstract: 
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.
Subjects: 
secondary vocational education
characteristics of powerful learning environments
student perceptions and preferences
survey
Persistent Identifier of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by-nc-nd/4.0
Document Type: 
Article

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