scholarly journals Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Liana Roos ◽  
Karmen Trasberg ◽  
Kristi Kõiv ◽  
Egle Säre
Keyword(s):  
At Risk ◽  
Vocational Education ◽  
Learning Community ◽  
Learning Environments ◽  
Teaching And Learning ◽  
At Risk Students ◽  
Vocational Education And Training ◽  
Special Educational Needs ◽  
Powerful Learning ◽  
Powerful Learning Environments

AbstractAt-risk students like those with special educational needs, learning difficulties, or pupils at risk of exclusion frequently struggle in transition from basic to secondary vocational education and training, often due to poor personal, learning and social skills. Therefore, several countries implement transition programs like the choice of profession training (CoPT) in Estonia to support youngsters’ readiness to continue their studies. This study aimed to identify how the characteristics of powerful learning environments in vocational education (PoLEVE) appear in CoPT in VET teachers and support specialists’ experiences. The deductive thematic analysis of 16 semistructured interviews illuminated the development of learning-, life-, cooperation- and self-determinations skills through adaptive teaching and learning support in a safe and positive learning community. Nevertheless, the results also call for empowering at-risk students to cope independently, supporting their construction of vocational knowledge through reflective dialogue and intellectually challenging problem-solving.

scholarly journals Powerful learning environments in secondary vocational education: towards a shared understanding

2019 ◽  
Vol 43 (2) ◽  
pp. 224-242 ◽  
Author(s):  
Inge Placklé ◽  
Karen D. Könings ◽  
Katrien Struyven ◽  
Arno Libotton ◽  
Jeroen J. G. van Merriënboer ◽  
...  
Keyword(s):  
Vocational Education ◽  
Learning Environments ◽  
Shared Understanding ◽  
Secondary Vocational Education ◽  
Powerful Learning ◽  
Powerful Learning Environments

scholarly journals Eliciting and shaping tacit knowing for meta-innovation: A challenge for management education in the 21st century transitional university

2006 ◽  
Vol 6 (1) ◽  
Author(s):  
S. Kruger ◽  
H. Jacobs ◽  
C. Brandt
Keyword(s):  
Action Research ◽  
Learning Environments ◽  
21St Century ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Extensive Literature ◽  
Action Research Project ◽  
Tacit Knowing ◽  
Powerful Learning ◽  
Powerful Learning Environments

Purpose: This paper describes the implementation of and lessons learnt with an action research project on management teaching and learning in a 21st century transitional university. The project focuses on the problem of how to elicit and shape students' tacit knowing for meta-innovation and is part of a drive to find a new identity for the newly merged comprehensive University of Johannesburg (UJ). Design/methodology/approach: The project under discussion focuses on an undergraduate module, Developing and Managing Innovation, presented by UJ since 2003 as part of the B.Com Intrapreneurial Management degree. This degree has been developed in the light of the recent requirements placed upon managers by the innovation era. Creating new knowledge is not simply a matter of processing objective information but rather of tapping tacit and often highly subjective insights, intuitions and hunches. To find ways to elicit and shape tacit knowing for meta-innovation, an extensive literature study was conducted and a model identified for this purpose. An action research spiral was constructed to validate the teaching and learning interventions. Findings: The paper presents a teaching and learning framework to build theory that is in accord with the African Ubuntu spirit. The framework supports students within powerful learning environments to develop meta-cognition skills by focusing not only on the acquisition of explicit knowledge, but also on ways to elicit and shape tacit knowing. Implications: A community of practice is the bedrock of powerful learning environments in which action and learning, improvisation and experimentation, tacit and explicit knowledge feed on each other to stretch the students' capacity for meta-innovation. This enables them to continually deploy their talents, knowledge, resourcefulness and creativity to best effect as managers and to transform their life and that of their business and of others. Originality/value: The innovative curriculum and instructional design model generated in this project will assist UJ and other universities in transition to become engaged 21st century universities of excellence that can meet the societal, cultural and economic needs and interests of the national transformative agenda, aimed at shared growth and wealth in Africa.

scholarly journals Students embracing change towards more powerful learning environments in vocational education

2017 ◽  
Vol 44 (1) ◽  
pp. 26-44
Author(s):  
Inge Placklé ◽  
Karen D. Könings ◽  
Wolfgang Jacquet ◽  
Arno Libotton ◽  
Jeroen J. G. van Merriënboer ◽  
...  
Keyword(s):  
Vocational Education ◽  
Learning Environments ◽  
Powerful Learning ◽  
Powerful Learning Environments

scholarly journals Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

2014 ◽  
Vol 1 (2) ◽  
pp. 107-124 ◽  
Author(s):  
Ingeborg Placklé ◽  
Karen D. Könings ◽  
Wolfgang Jacquet ◽  
Katrien Struyven ◽  
Arno Libotton ◽  
...  
Keyword(s):  
Vocational Education ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Teacher Educators ◽  
Learning Support ◽  
Student Preferences ◽  
Powerful Learning ◽  
Powerful Learning Environments ◽  
Design Characteristics ◽  
Learning Data

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.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Additional eLearning Considerations Around the Instructor's Philosophical Belief Systems

2021 ◽  
pp. 114-134
Author(s):  
Sharon K. Andrews ◽  
Lisa Lacher ◽  
Todd Dunnavant
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Educational Environment ◽  
Space And Place ◽  
Holistic Learning ◽  
Philosophical Beliefs ◽  
Time Space ◽  
The Impact

The instructor is an integral member of the educational environment through leading, facilitating, and supporting the development of a learning community. This is integrally important within an elearning environment, wherein motivational engagement is a potentially more nuanced environment due to the differentiation in time, space, and place. The instructor's philosophical belief systems highlight the potential for transformative social learning environments that directly impact the instructional design of the course, differentiating enhancements towards supporting user experience, as well as highlighting the potential for transformative impacts within learning environments as well as the holistic learning community. Advancing an enhanced understanding around the instructor's philosophical beliefs around the teaching and learning process strengthens not only the efforts of the instructor towards critical pedagogical understandings, but also the larger learning environment that includes the impact of the virtual world upon the digital connections that undergird communities of learning.

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