Students’ Preferred Characteristics of LearningEnvironments in Vocational Secondary Education

If teachers and teacher educators are willing to support the learning of
students, it is important for them to learn what motivates students to engage in
learning. Students have their own preferences on design characteristics of powerful
learning environments in vocational education. We developed an instrument - the
Inventory Powerful Learning Environments in Vocational Education - to measure
students' preferences on characteristics of powerful learning environments in vocational
education. We investigated whether student preferences on the design of
their learning environments are in line with what is described in the literature as
beneficial for learning. Data of 544 students show that the preferences of students
support most characteristics of PLEs in vocational education. Looking through the
eyes of students, teachers have to challenge their students and encourage them to
take their learning in their own hands. Adaptive learning support is needed. Remarkable,
students do not prefer having reflective dialogues with teachers or peers.