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

Wendy Kicken, Saskia Brand-Gruwel, Jeroen Van Merriënboer, Wim Slot

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    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 feedback-only 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.
    Original languageEnglish
    Pages (from-to)439-460
    Number of pages22
    JournalEducational Technology Research and Development
    Volume57
    Issue number4
    DOIs
    Publication statusPublished - Aug 2009

    Keywords

    • E-portfolio
    • Vocational education
    • Advice
    • STEPP

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