Designable elements of integrative learning environments at the boundary of school and work: a multiple case study

• DOI: 10.1007/s10984-020-09338-7
• Publication Date: 2020-09-13T06:02:31Z
• Authors: Erica Bouw; Ilya Zitter; Elly de Bruijn
• Keywords: Sociology of Education; Learning design; Learning environment

Abstract Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from contexts work. Many different manifestations such learning environments are found in current vocational education, both senior secondary education higher professional education. However, limited research has focused on how to design these not much is known about their designable elements (i.e. epistemic, spatial, instrumental, temporal social that constitute environments). The purpose this study was examine two categories designs: based incorporation; hybridisation. Cross-case analysis six cases Netherlands led insights into designs. We report findings studied cases. Specific characteristics incorporation hybridisation were identified links between became apparent, thus contributing a deeper understanding aim connect