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Learning styles in secondary vocational education: disciplinary differences
ARTICLE

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Learning and Instruction Volume 9, Number 5 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This article reports two studies among students in secondary vocational education. The first is an interview study that examines these students' processing strategies, regulation strategies, conceptions of learning, and motivational orientations (reflecting four components that make up a learning style, as found among students in higher education (Vermunt, J. D. H. M. (1992). Learning styles and regulation of learning in higher education—towards process-oriented instruction in autonomous thinking. Amsterdam/Lisse: Swets & Zeitlinger)). In the second study, a questionnaire developed on the basis of the interview data was used to investigate systematic relations between these four components, resulting in a description of four learning styles. The disciplinary differences between learning styles are also investigated in this second study. Results indicate strong differences in learning styles between students in different disciplines of vocational study, thereby supporting a domain-dependent viewpoint. A comparison is made between secondary vocational and higher education, practical implications are discussed, and guidelines for future research are given.

Citation

Slaats, A., Lodewijks, H.G.L.C. & van der Sanden, J.M.M. Learning styles in secondary vocational education: disciplinary differences. Learning and Instruction, 9(5), 475-492. Elsevier Ltd. Retrieved January 19, 2020 from .

This record was imported from Learning and Instruction on January 31, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(99)00007-9

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