Hands‐on simulations are increasingly used in vocational oriented curricula to create meaningful, occupation‐related learning experiences. However, more insight is required about precisely what characteristics in hands‐on simulations enhance outcomes that students need for their future occupation, such as competencies. This study aims to examine how constructivist pedagogical–didactic design principles affect competence development of senior vocational education and professionally oriented bachelor's degree students in a wide range of hands‐on simulations. For this purpose, 23 hands‐on simulations were studied. Teachers rated the degree of authenticity and self‐directedness of the hands‐on simulations. Student perceptions (N = 516) of value, authenticity and self‐directedness (operationalized as choice), as well as their competence development, were gathered using questionnaires. The results of the hierarchical regression analyses showed that: (1) authenticity and self‐directedness did not automatically lead to more competence development; and (2) student perceptions of perceived value, authenticity and choice of how to perform tasks were the main predictors of competence development in the simulations. Nonetheless, the additional mediation analyses suggest that it is still important for teachers to invest in learning activities that stimulate self‐directedness as these activities indirectly predicted competence development, through student perceptions. Several reasons for the results are discussed, among them the mismatch between teachers and students of what was considered authentic, complexity of the simulations, the teacher's role as facilitator instead of activator and the lack of choice possibilities. Ideas for future research, as well as practical implications concerning designing and implementing hands‐on simulations for fostering competence development, are suggested.
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For many decades, teacher-structured hands-on simulations have been used in education mainly for developing procedural and technical skills. Stimulating contemporary learning outcomes suggests more constructivist approaches. The aim of this study is to examine how self-regulated learning (SRL), an important constructivist learning environment characteristic, is expressed in hands-on simulations. Via structured observations of teachers’ SRL promoting strategies and students’ SRL strategies in eight hands-on simulations, along the three phases of SRL, this study is the first to expose whether students and teachers use SRL in hands-on simulations, what these strategies look like and what their quality is. The results show that both students and teachers demonstrate SRL behaviour in the forethought, performance and reflection phase to some extent, but that they vary considerably in their occurrences, form and quality and provide opportunities for improvement. For example, teacher strategies ‘modelling’ and ‘scaffolding’ were often used, while ‘giving attribution feedback’ and ‘evaluation’ were lacking. The student strategy ‘proposing methods for task performance’ was used regularly, while ‘goal-setting’ and ‘self-monitoring’ were often absent. An overview shows exemplary teacher and student behaviours in the SRL phases with lower, medium and higher quality in hands-on simulations.
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This article delves into the acceptance of autonomous driving within society and its implications for the automotive insurance sector. The research encompasses two different studies conducted with meticulous analysis. The first study involves over 600 participants involved with the automotive industry who have not yet had the opportunity to experience autonomous driving technology. It primarily centers on the adaptation of insurance products to align with the imminent implementation of this technology. The second study is directed at individuals who have had the opportunity to test an autonomous driving platform first-hand. Specifically, it examines users’ experiences after conducting test drives on public roads using an autonomous research platform jointly developed by MAPFRE, Universidad Carlos III de Madrid, and Universidad Politécnica de Madrid. The study conducted demonstrates that the user acceptance of autonomous driving technology significantly increases after firsthand experience with a real autonomous car. This finding underscores the importance of bringing autonomous driving technology closer to end-users in order to improve societal perception. Furthermore, the results provide valuable insights for industry stakeholders seeking to navigate the market as autonomous driving technology slowly becomes an integral part of commercial vehicles. The findings reveal that a substantial majority (96% of the surveyed individuals) believe that autonomous vehicles will still require insurance. Additionally, 90% of respondents express the opinion that policies for autonomous vehicles should be as affordable or even cheaper than those for traditional vehicles. This suggests that people may not be fully aware of the significant costs associated with the systems enabling autonomous driving when considering their insurance needs, which puts the spotlight back on the importance of bringing this technology closer to the general public.
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