Learning in Workplace Simulations in Vocational Education

a Student Perspective

Helen Jossberger, F.L.J.M. Brand - Gruwel, Margje Van de Wiel, H.P.A. Boshuizen

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In vocational education, workplace simulations (WPS) have been implemented to ensure a better connection between the educational setting and the labour market. Moreover, WPS are supposed to motivate students and promote self-directed learning. So far, however, not much is known about the way students experience these WPS. The aim of the present exploratory case study was to investigate students’ perceptions and preparedness for WPS and explore what factors they perceive to be relevant for their learning in these simulations. Forty students from three different pre-vocational secondary schools participated. Semi-structured group interviews were conducted and thematic analysis was used to examine the qualitative data. The results revealed that authentic WPS can increase student motivation and engagement. Learner characteristics regarded as relevant in WPS were motivation, responsibility, independence and discipline. For students, the presence and guidance of the teacher played an essential role in their working and learning effectively. They felt limited in making choices to direct their own learning. Assessment criteria were not transparent enough for students. Concluding, we found that students perceived factors closely related to self-regulated and self-directed learning to be relevant for their learning; however, these learning activities and processes have not yet been sufficiently promoted and supported in the investigated vocational schools. The study highlights design dilemmas for vocational practice and offers indications in how to match both learning environmental characteristics and teacher support tailored to learners’ needs.
Original languageEnglish
Pages (from-to)179-204
Number of pages26
JournalVocations and Learning
Volume11
Issue number2
DOIs
Publication statusPublished - Jul 2018

Fingerprint

Vocational Education
workplace
simulation
learning
student
vocational secondary school
vocational school
assessment criteria
educational setting
teacher
indication
labor market
responsibility
present
interview

Keywords

  • Vocational education and training
  • Workplace simulations
  • Student perspective
  • Self-regulated learning
  • Self-directed learning
  • SELF-REGULATION
  • CONTEXT
  • DESIGN
  • SCHOOL
  • POWER

Cite this

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title = "Learning in Workplace Simulations in Vocational Education: a Student Perspective",
abstract = "In vocational education, workplace simulations (WPS) have been implemented to ensure a better connection between the educational setting and the labour market. Moreover, WPS are supposed to motivate students and promote self-directed learning. So far, however, not much is known about the way students experience these WPS. The aim of the present exploratory case study was to investigate students’ perceptions and preparedness for WPS and explore what factors they perceive to be relevant for their learning in these simulations. Forty students from three different pre-vocational secondary schools participated. Semi-structured group interviews were conducted and thematic analysis was used to examine the qualitative data. The results revealed that authentic WPS can increase student motivation and engagement. Learner characteristics regarded as relevant in WPS were motivation, responsibility, independence and discipline. For students, the presence and guidance of the teacher played an essential role in their working and learning effectively. They felt limited in making choices to direct their own learning. Assessment criteria were not transparent enough for students. Concluding, we found that students perceived factors closely related to self-regulated and self-directed learning to be relevant for their learning; however, these learning activities and processes have not yet been sufficiently promoted and supported in the investigated vocational schools. The study highlights design dilemmas for vocational practice and offers indications in how to match both learning environmental characteristics and teacher support tailored to learners’ needs.",
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Learning in Workplace Simulations in Vocational Education : a Student Perspective. / Jossberger, Helen; Brand - Gruwel, F.L.J.M.; Van de Wiel, Margje; Boshuizen, H.P.A.

In: Vocations and Learning, Vol. 11, No. 2, 07.2018, p. 179-204.

Research output: Contribution to journalArticleAcademicpeer-review

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