Posterbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève
Vocational educators seek to create learning environments that afford students to learn across the contexts of school and work (Bronkhorst & Akkerman, 2016; Zitter, Hoeve, & de Bruijn, 2016). Although in practice a wide variety of such environments exists, their distinctive characteristics are yet to be identified. A review study (Bouw, Zitter, & De Bruijn, 2016) has shown that a theoretical categorization of learning environment designs can be made on the basis of their design rationale and considerations about designable elements. Three categories of learning environment designs emerged from the reviewed studies: designs based on connection, designs based on incorporation and designs based on hybridization. However, empirical evidence is needed to substantiate these insights. A multiple case study in Dutch vocational education was conducted to find such empirical evidence.
