Authentic and self-directed learning in vocational education : challenges to vocational educators.

By Elly De Bruijn, Y. Leeman. 2011

183 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c17df6c2f4c54e2c1fe904fb74b768537e3d477d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Harm J. A. Biemans
2. Martin Mulder
3. Anna Lichtwarck-Aschoff
4. Nathalie Aelterman
5. Elly De Bruijn
6. L. Haerens
7. Eddie Denessen
8. Lisa Homner

In Human Factors and Ergonomics

1. Harm J. A. Biemans
2. Martin Mulder
3. Elly De Bruijn
4. Eddie Denessen

In Social Psychology

1. L. Haerens
2. Nathalie Aelterman
3. Harm J. A. Biemans
4. Martin Mulder
5. Anna Lichtwarck-Aschoff
6. Miriam Cents-Boonstra
7. Elly De Bruijn
8. Eddie Denessen

Citations in the corpus

• Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review (2011, unknown): “Vocational educators can make students aware of similarities and differences between different tasks and situations (De Bruijn and Leeman 2011).”
• Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “While VET students do not feel equipped to take control of their own learning process (Biemans et al. 2009; Elffers 2013), VET teachers see their students struggling with regulating their own learning process (De Bruijn and Leeman 2011).”
• The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands (2011, background): “These dilemmas can also be observed in the Netherlands (De Bruijn and Leeman 2011).”
• Embedding of authentic assessment in work-integrated learning curriculum (2014, background): “…in learning relates to realworld experience (Patrick et al., 2008), however, differentiating between the tasks of providing and facilitating real-world experience (de Brujin & Leeman, 2011) is significantly different to assessing and evidencing student outcomes of authentic learning tasks.”