Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training

Mauroux, Laetitia; Könings, Karen D.; Zufferey, Jessica Dehler; Gurtner, Jean-Luc

doi:10.1007/s12186-014-9113-0

Cited by 27 publications

(17 citation statements)

References 31 publications

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“…Anseel et al (2009) emphasize that learners' levels of learning goal orientation, need for cognition and personal importance affect the extent to which individuals engage in reflection positively. Ibabe and Jauregizar (2010) and Mauroux et al (2014) supplement this claim with the finding that when leaners have low levels of motivation and acceptance of reflection, the only type of reflection tool they will use are self-assessment tools.…”

Section: Reflectionmentioning

confidence: 87%

“…In total, 14 publications appear to focus on cues that increase the reflective practice of learners in blended learning environments (e.g., Aleven and Koedinger 2002;Anseel et al 2009;Ibabe and Jauregizar 2010;Kim and Ryu 2013;Martens et al 2010;Mauroux et al 2014). Reflection cues are defined in these publications as prompts that aim to activate learners' purposeful critical analysis of knowledge and experience, in order to achieve deeper meaning and understanding.…”

Section: Reflectionmentioning

confidence: 99%

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In search of attributes that support self-regulation in blended learning environments

2016

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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners' selfregulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners' self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

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Section: Reflectionmentioning

confidence: 87%

Section: Reflectionmentioning

confidence: 99%

In search of attributes that support self-regulation in blended learning environments

2016

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“…This can be done in various ways-by inserting pictures of intermediary stages or by answering prompts. The prompts presented in the learning journal were inspired by Kicken et al (2009) and Mauroux et al (2014). The four prompts are: "I already master…" (assessment of own competence), "I still have to learn…" (identify learning needs), and "In order to improve, I will…" (select an appropriate learning task), as well as a more open procedural prompt 'In this recipe, I have to pay special attention to…' .…”

Section: Design Of the Online Platform Learndocmentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

Self Cite

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“…mobile phones, blogs, wikis, online portfolios, tangible augmented reality simulation) (e.g. Mauroux et al 2014;Motta et al 2013;.…”

Section: Work Activity As Involving More Than the Prescribed Taskmentioning

confidence: 99%

Francophone Perspectives of Learning Through Work

Filliettaz¹,

Billett²

2015

Professional and Practice-Based Learning

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Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education.Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience.There are a range of scientific challenges and important focuses within the field of professional learning. These include:-understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. -analytical explications of those processes that support learning at an individual and an organisational level. -understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning.The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations.More information about this series at

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Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training

Cited by 27 publications

References 31 publications

In search of attributes that support self-regulation in blended learning environments

In search of attributes that support self-regulation in blended learning environments

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Francophone Perspectives of Learning Through Work

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