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An exploration of the relationship between academic and experiential learning approaches in vocational education
Author(s) -
Stavenga Jong Jan A.,
Wierstra Ronny F. A.,
Hermanussen José
Publication year - 2006
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/000709905x42932
Subject(s) - experiential learning , psychology , vocational education , mathematics education , cooperative learning , context (archaeology) , active learning (machine learning) , learning styles , learning sciences , pedagogy , teaching method , artificial intelligence , paleontology , computer science , biology
Background. Research on individual learning approaches (or learning styles) is split in two traditions, one of which is biased towards academic learning, and the other towards learning from direct experience. Aims. In the reported study, the two traditions are linked by investigating the relationships between school‐based (academic) and work‐based (experiential) learning approaches of students in vocational education programs. Samples. Participants were 899 students of a Dutch school for secondary vocational education; 758 provided data on school‐based learning, and 407 provided data on work‐based learning, resulting in an overlap of 266 students from whom data were obtained on learning in both settings. Methods. Learning approaches in school and work settings were measured with questionnaires. Using factor analysis and cluster analysis, items and students were grouped, both with respect to school‐ and work‐based learning. Results. The study identified two academic learning dimensions (constructive learning and reproductive learning), and three experiential learning dimensions (analysis, initiative, and immersion). Construction and analysis were correlated positively, and reproduction and initiative negatively. Cluster analysis resulted in the identification of three school‐based learning orientations and three work‐based learning orientations. The relation between the two types of learning orientations, expressed in Cramér's V , appeared to be weak. Conclusions. It is concluded that learning approaches are relatively context specific, which implies that neither theoretical tradition can claim general applicability.