Experiences of social work students with learning theoretical knowledge in constructivist higher vocational education: a qualitative exploration

Printer-friendly versionPrinter-friendly version

Permanent URL for this page: http://hdl.voced.edu.au/10707/236228.

Author: Bommel, Marijke van; Kwakman, Kitty; Boshuizen, Henny


An important learning goal in higher vocational education concerns the professional domain's shared body of knowledge. Constructivist programs use authentic learning contexts and self-directed learning to create a close connection throughout the learning process between theoretical knowledge and other forms of professional knowledge. Critics of constructivist learning contend that the situated way of learning places too much emphasis on the instrumental use of knowledge and that self-directed learning is too demanding for students. This qualitative case study investigated these...  [+] Show more

Subjects: Vocational education and training; Higher education; Students; Teaching and learning; Research; Skills and knowledge

Keywords: Self directed learning; Case study

Published: Abingdon, England: Taylor and Francis, 2012

Access item:

Request Item from NCVER
Publisher or alternative source

Journal volume: 64

Journal number: 4

Journal date: December 2012

Pages: pp. 529-542

ISSN: 1363-6820 (print), 1747-5090 (online)

Statement of responsibility: Marijke van Bommel, Kitty Kwakman and Henny P. A. Boshuizen

Resource type: Article

Peer reviewed: Yes

Call number: TD/TNC 110.870

Show Extra Info
QR Code for http://www.voced.edu.au/content/ngv%3A54554