Learning styles in secondary vocational education: disciplinary differences

Slaats, Angelique; Lodewijks, Hans G.; Sanden, J.M.M. van der

doi:10.1016/s0959-4752(99)00007-9

Cited by 65 publications

(73 citation statements)

References 23 publications

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“…Second, Stavenga de Jong et al (2006) confirm the results of Slaats et al (1999) that students in vocational education mainly use constructive, reproductive and versatile learning styles. However, these results only account for learning in vocational schools.…”

Section: Students' Learning Stylesmentioning

confidence: 89%

“…Two empirical studies on students' learning styles during school-based learning and workplace learning in vocational education were selected: Slaats et al (1999) and Stavenga de Jong et al (2006). These authors follow Vermunt (2005) in the definition of learning style, namely as a more-or-less consistent whole of personal information processing strategies, regulation activities, learning conceptions and motivation.…”

Section: Students' Learning Stylesmentioning

confidence: 99%

“…First, Slaats et al (1999) found that students in vocational education use three information processing strategies and two regulation strategies. The three types of information processing are surface strategies, deep strategies and application of knowledge.…”

Section: Students' Learning Stylesmentioning

confidence: 99%

“…They show that students with test anxiety use superficial learning strategies, while students with interest and persistence use superficial as well as deeper learning strategies. However, Slaats et al (1999) show that intrinsic motivation (i.e., interest in the subject matter, curiosity about the course content and learning as much as possible about it) and extrinsic motivation (i.e., receiving a degree and creating chances for oneself on the job market) are heavily interrelated and most of the times play no explicit role in students' learning in vocational education. They conclude that motivation in vocational education is more general in nature (e.g., motivation for a specific vocation), meaning that the triggers of motivation (i.e., intrinsic or extrinsic) are inferior to the extent to which the student is motivated to become a professional in a specific vocational domain.…”

Section: Students' Motivations For Learningmentioning

confidence: 99%

See 3 more Smart Citations

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

Schaap

Baartman

Bruijn

2011

Vocations and Learning

142

103

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Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students' learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students' learning processes in vocational schools and workplaces are related to six main themes: students' expertise development, students' learning styles, students' integration of knowledge acquired in school and workplace, processes of knowledge development, students' motivations for learning and students' professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students' learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students' learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.Vocations and Learning

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Section: Students' Learning Stylesmentioning

confidence: 89%

Section: Students' Learning Stylesmentioning

confidence: 99%

Section: Students' Learning Stylesmentioning

confidence: 99%

Section: Students' Motivations For Learningmentioning

confidence: 99%

See 2 more Smart Citations

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

Schaap

Baartman

Bruijn

2011

Vocations and Learning

142

103

View full text Add to dashboard Cite

show abstract

“…These factors are external to the teaching-learning process and its context. A number of authors (Crawford et al, 1994;Lonka et al, 1996;Slaats et al, 1999;Thomas, 1999) have viewed conceptions of learning as being closely related to specific subjects and classrooms.…”

Section: Conceptions Of Learningmentioning

confidence: 99%

The Influences of Conceptions of Learning and Learner Self-Concept on High School Students' Approaches to Learning

Burnett

Pillay²,

Dart

2003

School Psychology International

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This study investigated the mediating effect of learner selfconcept between conceptions of learning and students' approaches to learning using structural equation modelling. Data were collected using a modified version of Biggs' Learning Process Questionnaire, together with the recently developed 'What is Learning Survey' and 'Learner Self-Concept Scale'. A sample of 355 high school students participated in the study. Results indicate that learner self-concept does mediate between conceptions of meaning and approaches to learning. Students who adopted a deep approach liked learning new things and indirectly viewed learning as experiential, involving social interaction and directly viewed learning as personal development. Implications for teachers are discussed, with consideration given to appropriate classroom practice.

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