Self-directed lifelong learning in hybrid learning configurations

Vertaalde titel van de bijdrage: Zelf-geregisseerd leren in hybride leeromgevingen (innovatiewerkplaatsen)

Petra H.M. Cremers, Arjen E.J. Wals, Renate Wesselink, Nienke Nieveen, Martin Mulder

    Onderzoeksoutput: ArticleAcademicpeer review


    Present-day students are expected to be lifelong learners throughout their working life.
    Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, authentic tasks. The goal of this study is to develop a set of design
    guidelines for an intervention that would strengthen students’ capacity for self-directed lifelong learning within a hybrid learning configuration, a one-semester elective course at a university of applied sciences in the Netherlands. The research approach was educational design research. An intervention was designed, implemented and evaluated during two iterations of the course. Evaluation methods included interviews with
    students and the course facilitator, questionnaires, and students’ logs and reports. We developed five intervention design guidelines that will promote self-directed learning.
    Our conclusion is that the intervention was usable and effective: at a basic level, the students did develop their capacity for self-directed lifelong learning. Further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond.
    Vertaalde titel van de bijdrageZelf-geregisseerd leren in hybride leeromgevingen (innovatiewerkplaatsen)
    Originele taal-2English
    Pagina's (van-tot)207-232
    TijdschriftInternational Journal of Lifelong Education
    Nummer van het tijdschrift2
    StatusPublished - 2014


    • self-directed learning
    • hybrid learning configurations
    • living labs
    • higher education
    • educational design research


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