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The Effects of Portfolio-Based Advice on the Development of Self-Directed Learning Skills in Secondary Vocational Education
ARTICLE

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Educational Technology Research and Development Volume 57, Number 4, ISSN 1042-1629

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.

Citation

Kicken, W., Brand-Gruwel, S., van Merrienboer, J.J.G. & Slot, W. (2009). The Effects of Portfolio-Based Advice on the Development of Self-Directed Learning Skills in Secondary Vocational Education. Educational Technology Research and Development, 57(4), 439-460. Retrieved December 9, 2019 from .

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