Self-directed lifelong learning in hybrid learning configurations
| Autor: | Renate Wesselink, Martin Mulder, Petra H.M. Cremers, Arjen E. J. Wals, Nienke Nieveen |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2014 |
| Předmět: |
Cooperative learning
educational design research Lifelong learning Educational technology living labs WASS Open learning Experiential learning Learning sciences Education Synchronous learning hybrid learning configurations self-directed learning higher education Active learning Pedagogy Onderwijs- en leerwetenschappen Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Life Science Education and Learning Sciences Life-span and Life-course Studies Psychology |
| Zdroj: | International Journal of Lifelong Education, 33(2), 207-232. Taylor & Francis International Journal of Lifelong Education, 33(2), 207-232 International Journal of Lifelong Education 33 (2014) 2 |
| ISSN: | 0260-1370 1464-519X |
| DOI: | 10.1080/02601370.2013.838704 |
| Popis: | Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, authentic tasks. The goal of this study is to develop a set of design guidelines for an intervention that would strengthen students’ capacity for self-directed lifelong learning within a hybrid learning configuration, a one-semester elective course at a university of applied sciences in the Netherlands. The research approach was educational design research. An intervention was designed, implemented and evaluated during two iterations of the course. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. We developed five intervention design guidelines that will promote self-directed learning. Our conclusion is that the intervention was usable and effective: at a basic level, the students did develop their capacity for self-directed lifelong learning. Further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|