Skip to main content

Advertisement

SpringerLink
Log in

Designing innovative learning environments to foster communities of learners for students in initial vocational education

  • Original Paper
  • Published:
Learning Environments Research Aims and scope Submit manuscript

Abstract

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Akkerman, S. F., & Bakker, A. (2012). Crossing boundaries between school and work during apprenticeships. Vocations and Learning, 5, 153–173.

    Article  Google Scholar 

  • Angelides, P. (2001). The development of an efficient technique for collecting and analysing qualitative data: The analysis of critical incidents. International Journal of Qualitative Studies in Education, 14(30), 429–442.

    Article  Google Scholar 

  • Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612–637.

    Article  Google Scholar 

  • Beach, K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 28, 46–69.

    Google Scholar 

  • Beishuizen, J. (2008). Does a community of learners foster self-regulated learning? Technology, Pedagogy and Education, 17(3), 183–193.

    Article  Google Scholar 

  • Bell, L. M., & Aldridge, J. M. (2014). Investigating the use of student perception data for teacher reflection and classroom improvement. Learning Environments Research, 17, 371–388.

    Article  Google Scholar 

  • Boersma, A., Krol, K., Ten Dam, D., Wardekker, N., & Volman, M. (2013). A design research study on communities of learners for students in pre-vocational secondary schools. In T. Plomp & N. Nieveen (Eds.), Educational research design: Introduction and illustrative cases (pp. 449–467). Enschede: SLO.

    Google Scholar 

  • Boersma, A., Ten Dam, G., Volman, M., & Wardekker, W. (2010). ‘This baby… it isn’t alive’. Towards a community of learners for vocational orientation. British Educational Research Journal, 36(1), 3–25.

    Article  Google Scholar 

  • Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Integrating cognitive theory and classroom practice: Classroom lessons (pp. 229–270). Cambridge, MA: MIT Press/Bradford Books.

    Google Scholar 

  • Calderhead, J. (1981). Stimulated recall: A method for research on teaching. British Journal of Educational Psychology, 51(2), 211–217.

    Article  Google Scholar 

  • Campione, J. C., Shapiro, A. M., & Brown, A. L. (1995). Forms of transfer in a community of learners: Flexible learning and understanding. In A. McKeough, J. Lupart, & A. Marini (Eds.), Teaching for transfer. Fostering generalization in learning (pp. 35–68). New Jersey: Lawrence Erlbaum Associates, Publishers.

    Google Scholar 

  • Edwards, A. (2005). Let’s get beyond community and practice: The many meanings of learning by participating. The Curriculum Journal, 16, 49–65.

    Article  Google Scholar 

  • Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences, 15(4), 451–498.

    Article  Google Scholar 

  • Eraut, M. (2004). Transfer of knowledge between education and workplace settings. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 201–221). London: Routledge.

    Google Scholar 

  • Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Griffiths, T., & Guile, D. (2003). A connective model of learning: The implications for work process knowledge. European Educational Research Journal, 2(1), 56–73.

    Article  Google Scholar 

  • Guile, D., & Griffiths, T. (2001). Learning through work experience. Journal of Education and Work, 14(1), 113–131.

    Article  Google Scholar 

  • Hager, P. (2004). The conceptualization and measurement of learning at work. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 242–258). London: Routledge.

    Google Scholar 

  • Hogarth, T., de Hoyos, M., Gambin, L., Wilson, R. A., & Brown, A. (2008). Initial vocational education and training (IVET) in Europe: Review. Thessaloniki: Cedefop.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (2002). Learning together and alone: Overview and meta-analysis. Asia Pacific Journal of Education, 22, 95–105.

    Article  Google Scholar 

  • Koopman, M., Teune, P., & Beijaard, D. (2011). Development of student knowledge in competence-based pre-vocational secondary education. Learning Environments Research, 14, 205–227.

    Article  Google Scholar 

  • Kuijpers, M., Meijers, F., & Gundy, C. (2011). The relationship between learning environment and career competencies of students in vocational education. Journal of Vocational Behaviour, 78(1), 21–30.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Leontev, A.N. (1978). Activity, consciousness, and personality (M. J. Hall, Trans.). Englewood Cliffs, NJ: Prentice-Hall.

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: Sage Publications.

    Google Scholar 

  • Neuvel, J., & Van Esch, W. (2010). Van vmbo naar mbo: doorstroom en loopbaankeuzes [From pvse to ssve: continuation and career choices]. ‘s-Hertogenbosch: Ecbo.

    Google Scholar 

  • Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557–576.

    Article  Google Scholar 

  • Plomp, T. (2013). Educational design research. An introduction. In T. Plomp & N. Nieveen (Eds.), Educational design research: Introduction and illustrative cases (pp. 10–51). Enschede: SLO.

    Google Scholar 

  • Rauner, F., & Smith, E. (2010). Rediscovering apprenticeship: Research findings of the international network on innovative apprenticeship (INAP). Dordrecht: Springer.

    Google Scholar 

  • Rogoff, B., Goodman Turkanis, C., & Bartlett, L. (2001). Learning together: Children and adults in a school community. New York: Oxford University Press.

    Google Scholar 

  • Roth, W.-M. (2000). Learning environments research, lifeworld analysis, and solidarity in practice. Learning Environments Research, 2, 225–247.

    Article  Google Scholar 

  • Sapir, A., Aghion, P., Bertola, G., Hellwig, M., Pisani-Ferry, J., Rosati, D., et al. (2004). An agenda for a growing Europe. Oxford: Oxford University Press.

    Book  Google Scholar 

  • Sappa, V., & Aprea, C. (2014). Conceptions of connectivity: How Swiss teachers, trainers and apprentices perceive vocational learning and teaching across different learning sites. Vocations and Learning, 7, 263–287.

    Article  Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265–283.

    Article  Google Scholar 

  • Shulman, L. S., & Sherin, M. G. (2004). Fostering communities of teachers as learners: Disciplinary perspectives. Journal of Curriculum Studies, 36(2), 135–140.

    Article  Google Scholar 

  • Stefanou, C. R., & Salisbury-Glennon, J. D. (2002). Developing motivation and cognitive learning strategies through an undergraduate learning community. Learning Environments Research, 5, 77–97.

    Article  Google Scholar 

  • Stenström, M.-L., & Tynjälä, P. (2009). Towards integration of work and learning. New York: Springer.

    Book  Google Scholar 

  • Tomcho, T. J., & Foels, R. (2012). Meta-analysis of group learning activities: Empirically based teaching recommendations. Teaching of Psychology, 39, 159–169.

    Article  Google Scholar 

  • Tuomi-Gröhn, T., & Engeström, Y. (2003). Between school and work: New perspectives on transfer and boundary crossing. Amsterdam: Pergamon.

    Google Scholar 

  • Tynjälä, P. (2009). Connectivity and transformation in work-related learning—Theoretical foundations. In M. L. Stenström & P. Tynjälä (Eds.), Towards integration of work and learning: Strategies for connectivity and transformation (pp. 11–38). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Van Oers, B. (1996). The dynamics of school learning. In J. Valsiner & H.-G. Voss (Eds.), The structure of learning processes (pp. 205–229). New York: Ablex.

    Google Scholar 

  • Van Oers, B. (1998). From context to contextualizing. Learning and Instruction, 8(6), 473–488.

    Article  Google Scholar 

  • Van Oers, B. (2010). Children’s enculturation through play. In L. Brooker & S. Edwards (Eds.), Engaging play (pp. 195–209). Maidenhead: McGraw Hill.

    Google Scholar 

  • Van Schaik, M., Van Oers, B., & Terwel, J. (2010). Learning in the school workplace: Knowledge acquisition and modelling in preparatory vocational secondary education. Journal of Vocational Education and Training, 62(2), 163–181.

    Article  Google Scholar 

  • Van Schaik, M., Van Oers, B., & Terwel, J. (2011). Towards a knowledge-rich learning environment in preparatory secondary education. British Educational Research Journal, 37(1), 61–81.

    Article  Google Scholar 

  • Wardekker, W. L. (1998). Scientific concepts and reflection. Mind, Culture, and Activity, 5(2), 143–153.

    Article  Google Scholar 

  • Wardekker, W., Boersma, A., Ten Dam, G., & Volman, M. (2012). Motivation for school learning: Enhancing the meaningfulness of learning in communities of learners. In M. Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in children’s development: Cultural-historical approaches (pp. 153–169). New York: Cambridge University Press.

    Google Scholar 

  • Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Human Movement and Education, Windesheim University of Applied Sciences, Campus 2-6, 8017 CA, Zwolle, The Netherlands

    Annoesjka Boersma

  2. Faculty of Social and Behavioural Sciences, Research Institute of Child Development and Education, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ, Amsterdam, The Netherlands

    Geert ten Dam & Monique Volman

  3. Department of Theory and Research in Education, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands

    Willem Wardekker

Authors
  1. Annoesjka Boersma
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Geert ten Dam
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Willem Wardekker
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Monique Volman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Annoesjka Boersma.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Boersma, A., ten Dam, G., Wardekker, W. et al. Designing innovative learning environments to foster communities of learners for students in initial vocational education. Learning Environ Res 19, 107–131 (2016). https://doi.org/10.1007/s10984-015-9203-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10984-015-9203-4

Keywords

Search

Navigation