If teachers and teacher educators are willing to support the learning of students, they must first know what these students have to say about learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed a student survey - the Inventory Powerful Learning Environments in Vocational Education - for measuring 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.
Original languageEnglish
Pages (from-to)107-124
JournalInternational Journal for Research in Vocational Education and Training
Volume1
Issue number2
DOIs
Publication statusPublished - 30 Dec 2014

    Research areas

  • secondary vocational education, student engagement, powerful learning environments, student preferences

ID: 2483667