Using simulation in a vocational programme: does the method support the theory?

Rush, Sue; Acton, Lesley; Tolley, Kim; Marks-Maran, Di; Burke, Linda

doi:10.1080/13636820.2010.523478

Cited by 30 publications

(19 citation statements)

References 19 publications

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“…On such moments, practical problems can be related to theoretical insights and vice versa. Rush et al (2011) postulate that such a learning environment provides a safe environment for learning, offers the ability to manipulate training opportunities and offers possibilities for vocational educators to give immediate feedback to students. Vocational educators in a hybrid learning environment are both experts in their profession (e.g., modelling) as well as coaches (e.g., stimulating reflection) who enhance boundary crossing of students through which poly-contextual and connective skills are developed (Huisman et al 2010;Zitter et al 2011).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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: Conclusion and Discussionmentioning

confidence: 99%

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

“…Vocational educational institutes increasingly use hands‐on simulations to create meaningful learning experiences that are closely related to the students' future occupation (Rush et al ., ). The main intention is to strengthen the links between school and workplace learning in order to develop expertise and more general competencies, which is a constant struggle for vocational education (Akkerman & Bakker, ).…”

mentioning

confidence: 97%

How authenticity and self‐directedness and student perceptions thereof predict competence development in hands‐on simulations

Khaled

Gulikers

Biemans

et al. 2014

British Educational Res J

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Hands-on simulations are increasingly used in vocational oriented curricula to create meaningful, occupation-related learning experiences. However, more insight is required about precisely what characteristics in hands-on simulations enhance outcomes that students need for their future occupation, such as competencies. This study aims to examine how constructivist pedagogical-didactic design principles affect competence development of senior vocational education and professionally oriented bachelor's degree students in a wide range of hands-on simulations. For this purpose, 23 hands-on simulations were studied. Teachers rated the degree of authenticity and self-directedness of the hands-on simulations. Student perceptions (N = 516) of value, authenticity and self-directedness (operationalized as choice), as well as their competence development, were gathered using questionnaires. The results of the hierarchical regression analyses showed that: (1) authenticity and self-directedness did not automatically lead to more competence development; and (2) student perceptions of perceived value, authenticity and choice of how to perform tasks were the main predictors of competence development in the simulations. Nonetheless, the additional mediation analyses suggest that it is still important for teachers to invest in learning activities that stimulate self-directedness as these activities indirectly predicted competence development, through student perceptions. Several reasons for the results are discussed, among them the mismatch between teachers and students of what was considered authentic, complexity of the simulations, the teacher's role as facilitator instead of activator and the lack of choice possibilities. Ideas for future research, as well as practical implications concerning designing and implementing handson simulations for fostering competence development, are suggested.Vocational educational institutes increasingly use hands-on simulations to create meaningful learning experiences that are closely related to the students' future occupation (Rush et al., 2010). The main intention is to strengthen the links between school and workplace learning in order to develop expertise and more general competencies, which is a constant struggle for vocational education (Akkerman & Bakker, 2011). Hands-on simulation involves active learning with guidance from an expert teacher through tasks and contexts that are designed to reflect real occupational practice, including real materials and equipment (Bradley, 2006;Boersma et al., 2009).

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“…But what 'more ' Hertel and Millis (2002) actually mean remains unclear. Also Rush et al (2010) are unclear about the exact learning intentions of their hands-on simulation as they state that their simulation has the potential to better prepare students for placements as well as to enhance their performance when they get into the workplace. Thus, research about the relevance of hands-on simulations for stimulating competency development and professional identity seems to be lacking.…”

Section: Journal Of Vocational Education and Training 463mentioning

confidence: 95%

Characteristics of hands-on simulations with added value for innovative secondary and higher vocational education

Khaled

Gulikers

Biemans

et al. 2014

Journal of Vocational Education & Training

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The intentions with which hands-on simulations are used in vocational education are not always clear. Also, pedagogical-didactic approaches in hands-on simulations are not well conceptualised from a learning theory perspective. This makes it difficult to pinpoint the added value that hands-on simulations can have in an innovative vocational curriculum that not only aims at developing technical and procedural skills, but also at developing competencies and professional identity. This paper introduces a more explicit conceptual discussion regarding the opportunities for using hands-on simulations in innovative curricula. A systematic literature review aimed at positioning hands-on simulations in relation to other work-related contexts, based on their learning environment characteristics and outcomes, shows that certain constructivist characteristics and outcomes are underexposed in empirical research about simulations. The results of an additional in-depth analysis of literature specifically focusing on two fundamental characteristics of constructive vocational learning (i.e. authenticity and increasing students' ownership) propose ideas about how hands-on simulations can have added value to innovative curricula. This paper concludes with concrete strategies for designing and implementing hands-on simulations from the social constructive learning theory with the aim of stimulating not only technical and procedural skills, but also competencies and professional identity.

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Using simulation in a vocational programme: does the method support the theory?

Cited by 30 publications

References 19 publications

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

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

How authenticity and self‐directedness and student perceptions thereof predict competence development in hands‐on simulations

Characteristics of hands-on simulations with added value for innovative secondary and higher vocational education

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