Design Principles for Hybrid Learning Configurations at the Interface between School and Workplace

Autor/inn/en	Cremers, Petra H. M.; Wals, Arjen E. J.; Wesselink, Renate; Mulder, Martin
Titel	Design Principles for Hybrid Learning Configurations at the Interface between School and Workplace
Quelle	In: Learning Environments Research, 19 (2016) 3, S.309-334 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-016-9209-6
Schlagwörter	Instructional Design; Blended Learning; Educational Principles; Educational Practices; Design Requirements; Educational Research; Program Validation; Heuristics; Guidelines; Instructional Development; Interdisciplinary Approach; Competency Based Education; College Programs + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsprinzip; Bildungspraxis; Design preferences; Gestaltungsmittel; Bildungsforschung; Pädagogische Forschung; Heuristik; Richtlinien; Teaching improvement; Unterrichtsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Studienprogramm
Abstract	In today's knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge workers. Accordingly, these institutions are developing competence-based education programmes that promote authentic, self-directed learning and the development of a professional identity. A possible environment for realising this type of learning is the hybrid learning configuration in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to identify a set of principles that can underpin the design of such a learning configuration at the interface between school and workplace. The research approach consisted of educational design research. Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles was developed and evaluated from the perspective of the participants during three consecutive iterations of design and implementation. The process resulted in a set of seven refined design principles which can be used as heuristics to guide the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01