Self-directed lifelong learning in hybrid learning configurations

Abstract

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.

Acknowledgement

The authors wish to thank the course facilitator, Immo Dijkma, and the students of the Da Vinci Course for their inspiring contributions to this research project.

Additional information

Notes on contributors

Petra H.M. Cremers

Petra H.M. Cremers is an educational consultant and a researcher of learning configurations at the interface of work and school-based settings at Hanze University of Applied Sciences, and Wageningen University, the Netherlands.

Arjen E.J. Wals

Arjen E.J. Wals is a professor of Social Learning and Sustainable Development within the Education and Competence Studies chair group of Wageningen University in the Netherlands. He also is a UNESCO Chair in the same field.

Renate Wesselink

Renate Wesselink is an assistant professor at the Education and Competence Studies Chair Group, Wageningen University, the Netherlands. Her interests include competence-development and human resource development (for sustainable development).

Nienke Nieveen

Martin Mulder is professor and head of the chair group of Education and Competence Studies at Wageningen University in the Netherlands. He was (key-note) speaker at international conferences in Europe, Northern and Latin America, Asia and Africa and published over 400 articles, chapters and books with his co-workers (see also http://www.mmulder.nl).

Martin Mulder

Nienke Nieveen is senior researcher at SLO (Netherlands Institute for Curriculum Development) and coordinator of the thematic strand ‘Curriculum and Teachers’ of SLO. Her interests include curriculum design research, school-based curriculum development and professional development of teachers in the field of curriculum development.