Abstracts - Earli

compared to a low task variability. Results on task involvement and transfer performance revealthat when students are provided with shared control, they will benefit more from this sharedcontrol if the surface features of the tasks to choose from differ from those in the previous task.Portfolio as a means of promoting autonomous learning: A quasi-experimental studyWil Meeus, Vrije Universiteit Brussel, BelgiumPeter Van Petegem, University of Antwerp, BelgiumJoost Meijer, University of Amsterdam, NetherlandsLinda Van Looy, Vrije Universiteit Brussel, BelgiumIn teacher education degree courses for future pre-school and primary school teachers in Flandersthe ‘literature study with practical processing’ is the most widely used dissertation model. Alearning portfolio was developed as an alternative in order to better meet the central objective ofthe dissertation: i.e. autonomous learning. In this study both dissertation models were testedagainst each other using a pre- and post-test quasi-experimental research design. We used twoexisting questionnaires in order to reveal the differences between the experimental group and thecontrol group via covariance analysis. A survey was also used. Our research shows that – amongother things - the learning portfolio helps create a greater capacity for autonomous learning.Another important finding is the crucial role of the supervisors and, in particular, their confidencein the students’ abilities to direct their own learning. This in turn brings us up against the so-called‘paradox of autonomous learning’: students only learn autonomously when they are givensufficient freedom to learn autonomously.Effects of task-selection advice on students’ choices in learner-controlled instructionWendy Kicken, Open University of the Netherlands, NetherlandsSaskia Brand-Gruwel, Open University of the Netherlands, NetherlandsJeroen van Merriënboer, Open University of the Netherlands, NetherlandsAn intuitively appealing approach to flexibilisation of education is to delegate choices oninstruction, such as the selection of learning tasks, to learners. Theory and research indicate severalfactors that influence the effectiveness of learner control over task selection. The commondenominator of these factors seems to be availability of sufficient and relevant information duringthe task selection process (i.e., performance level and criteria, advice). This study examines theeffects of three information resources on students’ task selection and self-directed learning skillsand performance in learner-controlled vocational education and training: (a) a digital developmentportfolio, (b) feedback on performance and self-assessment, and (c) advice (feedforward) on taskselection. In a between subject design with two conditions hairstylist students (N=56) use a digitaldevelopment portfolio to assess their performance and make task selections, without receiving anyfeedback or advice. After six weeks, students in the feedback-condition (N=29) are informed onthe accuracy of their self-assessments and the specificity of their learning goals. The advicecondition(N=27) receives both feedback and task selection advice. They are informed on suitabletasks to select and on what learning goals are important to focus on during performance of thesetasks, regarding their prior performance. Preliminary results show that students in both conditionsmake more accurate self-assessments and formulate more specific learning goals, after receivingfeedback. Students in both conditions make appropriate task selections, but do not select specificand/or relevant learning goals to focus on during performance. This makes their task selection lesseffective. It is expected that the advice-condition will eventually improve their task selection skillmore than the feedback condition, since the advice informs students on how to improve the– 420 –