Hybrid Learning and Recognition: A Case Study on Workplace Learning in Vocational Education

• In Event: Advances in Learning Environments Research

Abstract

This exploratory case study investigates how components of workplace learning in hybrid learning environments can be recognized through verifiable credentials in full-time vocational education. Twenty-six second-year students engaged in real-world sustainability projects within a hybrid fieldlab and documented meaningful experiences via a mobile reflection app. Data analysis, grounded in pedagogical principles for hybrid learning, revealed that students increasingly identified learning moments suitable for credentialing, particularly in later stages of the project. The app supported reflection, self-regulation, and recognition of informal learning. While shared learning goals and emotional engagement facilitated perceived learning value, limited task alignment and supervision hindered early credential recognition. The study highlights the potential of hybrid models and digital tools to enhance visibility and validation of workplace learning.

Authors

• Michael Smits, Curio

• Tom Adams, KW1C