Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 504586
Title Design principles for hybrid learning configurations at the interface between school and workplace
Author(s) Cremers, Petra H.M.; Wals, Arjen E.J.; Wesselink, Renate; Mulder, Martin
Source Learning Environments Research 19 (2016)3. - ISSN 1387-1579 - p. 309 - 334.
DOI http://dx.doi.org/10.1007/s10984-016-9209-6
Department(s) Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2016
Keyword(s) Authentic learning - Educational design research - Hybrid learning configuration - University of applied sciences - Vocational education
Abstract

In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge workers. Accordingly, these institutions are developing competence-based education programmes that promote authentic, self-directed learning and the development of a professional identity. A possible environment for realising this type of learning is the hybrid learning configuration in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to identify a set of principles that can underpin the design of such a learning configuration at the interface between school and workplace. The research approach consisted of educational design research. Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles was developed and evaluated from the perspective of the participants during three consecutive iterations of design and implementation. The process resulted in a set of seven refined design principles which can be used as heuristics to guide the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets.

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