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Potentials of practical periods embedded in Dual Higher Education Welche Potenziale bergen praktische Phasen im dualen Studium?

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So far, little is known about the potential of internship semesters embedded in dual higher education. Against this background, this diary study aims to examine the Bacheloŕs degree programmes of the University of Applied Labour Studies (Hochschule der Bundesagentur für Arbeit). Therefore, it is questioned which learning and work activities the students are entrusted with and how they perceive them. The findings of the study programmés first practical period show that students mainly observe colleagues in the beginning of their studies; self-performance at that stage is rather rare. The learning potential of the activities is highly valued by the students for both self-performances and observations, whereby own activities are ascribed a higher learning potential. The investigation of the influence of other task characteristics on the perceived learning potential shows the high influence of the interestingness of a task.

Bislang ist wenig über das Potenzial von Praxisphasen im dualen Studium bekannt. Vor diesem Hintergrund zielt die Lerntagebuchstudie darauf ab, exemplarisch für die Bachelorstudiengänge der Hochschule der Bundesagentur für Arbeit zu untersuchen, mit welchen Lern- und Arbeitstätigkeiten Studierende in den Praxisphasen betraut werden und wie sie diese wahrnehmen. Die Ergebnisse aus der ersten Praxisphase der Untersuchung zeigen, dass die Studierenden zu Beginn des Studiums vor allem hospitieren, wohingegen Eigenaktivitäten eher selten sind. Das Lernpotenzial der Tätigkeiten schätzen die Studierenden sowohl für Eigenaktivitäten als auch Hospitationen als hoch ein, wobei Eigenaktivitäten insgesamt ein höheres Lernpotenzial zugeschrieben wird. Die Untersuchung des Einflusses weiterer Tätigkeitsmerkmale auf das wahrgenommene Lernpotenzial zeigt, dass der Interessantheit einer Tätigkeit diesbezüglich die höchste Bedeutung zukommt.
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Language: German

Document Type: Research Article

Publication date: January 1, 2019

More about this publication?
  • The Zeitschrift für Berufs- und Wirtschaftspädagogik ("Journal for Vocational and Business Education") was founded in 1892 by Oskar Pache. It is the leading German-language journal on vocational and business education. Articles are selected on the basis of a strict blind-review process, and each article is reviewed by three experts. The ZBW thus meets the highest quality standards in scholarly publication.

    In addition to Referierte Beiträge (Reviewed Articles) ZBW is committed to fostering the dialog between research and application. Under the rubric Reflektierte Praxiserfahrungen (Reflections on Practice) it publishes theoretically informed articles aimed at solving concrete practical problems. The Forum provides a platform for discussing ZBW articles and debate on controversial issues in education, providing room for the presentation and discussion of topics in educational and professional policy.

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