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TitelStudents’ preferred characteristics of learning environments in vocational secondary education
Autoren ; ; ; ; ; ;
OriginalveröffentlichungInternational journal for research in vocational education and training 1 (2014) 2, S. 107-124
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Schlagwörter (Deutsch)Berufsausbildung; Lernumgebung; Lernmotivation; Berufsschule; Schüler; Präferenz; Umfrage
TeildisziplinBerufs- und Wirtschaftspädagogik
DokumentartAufsatz (Zeitschrift)
ISSN2197-8646
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument – the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers. (DIPF/orig.)
weitere Beiträge dieser ZeitschriftInternational journal for research in vocational education and training Jahr: 2014
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Eintrag erfolgte am17.04.2015
Empfohlene ZitierungPlacklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine: Students’ preferred characteristics of learning environments in vocational secondary education - In: International journal for research in vocational education and training 1 (2014) 2, S. 107-124 - URN: urn:nbn:de:0111-pedocs-104900
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