A design-based approach with vocational teachers to promote self-regulated learning

Jossberger, H., Brand-Gruwel, S., Van de Wiel, M., & Boshuizen, H. P. A. (2011, August). A design-based approach with vocational teachers to promote self-regulated learning. Presentation at the 14th European Conference for Research on Learning and Instruction (EARLI), Exeter, England.This study investigates how vocational students’ self-regulated learning in workplace simulations can be improved by redesigning learning tasks and optimising feedback. Three teachers and 66 students in pre-vocational secondary education participated. Together with the teachers learning tasks were redesigned to offer students an authentic context, clear learning goals, a work preparation, transparent assessment criteria, and reflection moments. Moreover, a workshop focusing on providing feedback on process and self-regulation level was given. Results reveal that teachers felt enabled to engage in constructive conversations with students and were more aware of providing feedback to trigger students’ thinking about their processes during task performance. Students had significantly higher scores on internal regulation during the post-test while external regulation was not affected. Moreover, students showed an increase in reflecting on work/learning-related processes. Planning appeared to be difficult for students and was often neither realistic nor specific