The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education

Abstract

This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education.

This is a preview of subscription content, access via your institution.

Fig. 1
Fig. 2
Fig. 3

References

  1. Beitler, M. A. (2000). Contract learning in organizational learning and management development. In H. B. Long (Ed.), Practice and theory in self-directed learning (pp. 63–70). Schaumberg, IL: Motorola University Press.

    Google Scholar 

  2. Bell, B. S., & Kozlowski, S. W. J. (2002). Adaptive guidance: Enhancing self-regulation, knowledge, and performance in technology-based training. Personnel Psychology, 55, 267–306. doi:10.1111/j.1744-6570.2002.tb00111.x.

    Article  Google Scholar 

  3. Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74. doi:10.1080/0969595980050102.

    Article  Google Scholar 

  4. Chen, G., Liu, C., Ou, K., & Lin, M. (2000). Web learning portfolios: A tool for supporting performance awareness. Innovations in Education and Teaching International, 38, 19–30.

    Google Scholar 

  5. Clarebout, G., & Elen, J. (2008). Advice on tool use in open Learning environments. Journal of Educational Multimedia and Hypermedia, 17(1), 81–97.

    Google Scholar 

  6. Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2006). Towards a personalized task selection model with shared instructional control. Instructional Science, 34, 399–422. doi:10.1007/s11251-005-5774-2.

    Article  Google Scholar 

  7. Dagley, V., & Berrington, B. (2005). Learning from an evaluation of an electronic portfolio to support general practitioners’ personal development planning, appraisal, and revalidation. Education for Primary Care, 16, 567–574.

    Google Scholar 

  8. Driessen, E. W., van Tartwijk, J., Overeem, K., Vermunt, J. D., & van der Vleuten, C. P. M. (2005). Conditions for successful reflective use of portfolios in undergraduate medical education. Medical Education, 39, 1230–1235. doi:10.1111/j.1365-2929.2005.02337.x.

    Article  Google Scholar 

  9. Ericsson, K. A., Krampe, R. T. H., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406. doi:10.1037/0033-295X.100.3.363.

    Article  Google Scholar 

  10. Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59, 395–430.

    Google Scholar 

  11. Grant, G., & Huebner, T. (1998). The portfolio question: A powerful synthesis of the personal and professional. Teacher Education Quarterly, 25(1), 33–43.

    Google Scholar 

  12. Gräsel, C., Fischer, F., & Mandl, H. (2000). The use of additional information in problem oriented learning environments. Learning Environments Research, 3, 287–325. doi:10.1023/A:1011421732004.

    Article  Google Scholar 

  13. Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development, 7(3), 6–10. doi:10.1007/BF02905753.

    Article  Google Scholar 

  14. Isaacs, W. (1999). Dialogue and the art of thinking together. New York: Doubleday.

    Google Scholar 

  15. Järvinen, A., & Kohonen, V. (1995). Promoting professional development in higher education through portfolio assessment. Assessment & Evaluation in Higher Education, 20(1), 25–36. doi:10.1080/0260293950200104.

    Article  Google Scholar 

  16. Kicken, W., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2008). Scaffolding advice on task selection: A safe path toward self-directed learning in on-demand education. Journal of Vocational Education and Training, 60(3), 223–239. doi:10.1080/13636820802305561.

    Google Scholar 

  17. Kicken, W., Brand-Gruwel, S., van Merriënboer, J. J. G., & Slot, W. (in press). Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills. Instructional Science. doi:10.1007/s11251-008-9058-5.

  18. Kjaer, N. K., Maagaard, R., & Wied, S. (2006). Using an online portfolio in postgraduate training. Medical Teacher, 28, 708–712. doi:10.1080/01421590601047672.

    Article  Google Scholar 

  19. Klenowski, V. (2002). Developing portfolios for learning and assessment. London, UK: RoutledgeFalmer.

    Google Scholar 

  20. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.

    Google Scholar 

  21. Knowles, M. (1986). Using learning contracts. San Francisco, CA: Jossey-Bass Inc.

    Google Scholar 

  22. Kriewaldt, J. (2001). A thinking geography curriculum. Interaction, 29. Retrieved November 01, 2007, from http://www.gtav.asn.au/interaction/issues/v29n4_dec01/metacognition.htm.

  23. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. doi:10.2307/2529310.

    Article  Google Scholar 

  24. Lee, Y. B., & Lehman, J. D. (1993). Instructional cueing in hypermedia: A study with active and passive learners. Journal of Educational Hypermedia and Multimedia, 2(1), 25–37.

    Google Scholar 

  25. Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education. Nurse Education Today, 25, 363–368. doi:10.1016/j.nedt.2005.03.003.

    Article  Google Scholar 

  26. Mansvelder-Longayroux, D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23, 47–62. doi:10.1016/j.tate.2006.04.033.

    Article  Google Scholar 

  27. McDonald, B., & Boud, D. (2003). The effects of self assessment training on performance in external examinations. Assessment in Education, 10, 210–220. doi:10.1080/0969594032000121289.

    Article  Google Scholar 

  28. Milheim, M. D., & Martin, B. L. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18(2), 99–105.

    Google Scholar 

  29. Santiago, R. S., & Okey, J. R. (1992). The effects of advisement and locus of control on achievement in learner-controlled instruction. Journal of Computer-Based Instruction, 19(2), 47–53.

    Google Scholar 

  30. Seidel, S., Walters, J., Kirby, E., Olff, N., Powell, K., & Veenema, S. (1997). Portfolio practices: Thinking through the assessment of children’s work. Washington, DC: NEA Professional Library.

    Google Scholar 

  31. Shephard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–15.

    Google Scholar 

  32. Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment & Evaluation in Higher Education, 28, 625–648. doi:10.1080/0260293032000130252.

    Article  Google Scholar 

  33. Steinberg, E. R. (1989). Cognition and learner control: A literature review. Journal of Computer-Based Instruction, 16(4), 117–124.

    Google Scholar 

  34. Tennyson, R. D. (1980). Instructional control strategies and content structures as design variables in concept acquisition using computer-based instruction. Journal of Educational Psychology, 72, 525–532. doi:10.1037/0022-0663.72.4.525.

    Article  Google Scholar 

  35. Tennyson, R. D. (1981). Use of adaptive information for advisement in learning concepts and rules using computer-assisted instruction. American Educational Research Journal, 18, 425–438.

    Google Scholar 

  36. Tennyson, R. D., & Buttery, T. (1980). Advisement and management strategies as design variables in computer-assisted instruction. Educational Communication and Technology Journal, 28(3), 169–176.

    Google Scholar 

  37. Van Merriënboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning. Mahwah, NJ: Erlbaum/Routledge.

    Google Scholar 

  38. Van Tartwijk, J., Driessen, E., van der Vleuten, C., & Stokking, K. (2007). Factors influencing the successful introduction of portfolios. Quality in Higher Education, 13(1), 69–79. doi:10.1080/13538320701272813.

    Article  Google Scholar 

  39. Van Velzen, J. H. (2002). Instruction and self-regulated learning: Promoting students’ (self-) reflective thinking. Unpublished doctoral dissertation, University of Leiden, The Netherlands.

  40. Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63–79. doi:10.1016/0742-051X(95)00022-C.

    Article  Google Scholar 

  41. Williams, M. D. (1996). Learner-control and instructional technologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 957–982). New York: Simon & Schuster Macmillan.

    Google Scholar 

  42. Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613–621. doi:10.1016/S0742-051X(01)00017-8.

    Article  Google Scholar 

Download references

Acknowledgment

This research project is funded by the Netherlands Organization for Scientific Research (NWO, The Hague, project no. 411-03-202).

Author information

Affiliations

Authors

Corresponding author

Correspondence to Wendy Kicken.

Appendix

Appendix

Table 5 Protocols for supervision meetings in both conditions

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Kicken, W., Brand-Gruwel, S., van Merriënboer, J.J.G. et al. The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Education Tech Research Dev 57, 439 (2009). https://doi.org/10.1007/s11423-009-9111-3

Download citation

Keywords

  • Self-directed learning
  • Advice
  • Development portfolio
  • On-demand education
  • Secondary vocational education and training