A Study of Vocational and Professional Education and Training (VPET) Students and Teachers’ Preferred Support for Technology Based Blended Learning

Ng, Ricky Yuk-Kwan; Lam, Rechell Yee-Shun; Ng, Kwan-Keung; Lai, Ivan Ka Wai

doi:10.1109/iset.2017.66

Cited by 9 publications

(7 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study revealed that general TVET pedagogy is a more focused area for a maximum of 31 (11 Nos. ) [29], [33], [39], [45], [68], [70], [98], [104], [127], [135], [136] (04 Nos.) [60], [66], [137], [144] (02 Nos.)…”

Section: Research Contributionmentioning

confidence: 99%

ICT Enabled TVET Education: A Systematic Literature Review

Hassan

Naseer

et al. 2021

IEEE Access

View full text Add to dashboard Cite

Economies of the world and workforce level of skills are changing rapidly. Industrial revaluations and knowledge economies have raised the demand for a knowledgeable and digitally equipped skilled workforce. Technical and Vocational Education and Training (TVET) is an educational stream that provides vocational skills to youth and produces a skilled workforce for the industry. The role of Information and Communication Technologies (ICT) in the TVET pedagogy, training delivery, teachers training, curriculum, and labs is need of the day to meet current era challenges. In the TVET education training cycle, the level of ICT enablement is required to be reviewed. This Systematic Literature Review (SLR) evaluates literature for innovation of ICT in TVET education for the last ten years. This study aims to identify and present ICT-based technology innovations, research, and applications used in TVET training cycle system components / functional areas to identify gaps for future research directions/agenda. This gap identification will help (i) TVET training institutes to upgrade their teachers, curriculum, labs and, equipment, (ii) policymakers to devise technology-oriented skilled workforce development policies, (iii) to provide guidelines to industry, researchers, and academics to focus on gaps to address future challenges of workforce development. Based on the search string, we found 2,445 relevant documents and after applying quality assurance and inclusion/exclusion criteria, finally, 134 documents were selected for the study and analyzed. The result of this systematic literature review identifies that ICT technologies and application dispersion into TVET training cycle system components / functional areas is very low particularly in monitoring and evaluation, career guidance and job placement, trainee's assessment, and teacher's training. TVET Technology index suggests that much focus is needed on IoT, Robotics, Data Science, Artificial intelligence, cloud computing, and other similar technology induction to all TVET training.

show abstract

Section: Research Contributionmentioning

confidence: 99%

ICT Enabled TVET Education: A Systematic Literature Review

Hassan

Naseer

et al. 2021

IEEE Access

View full text Add to dashboard Cite

show abstract

“…Blended learning was also applied to the Indonesian Aviation College (Rahayu, 2017). Although many studies have revealed the positive potential of blended learning, there remains debate about the blended learning delivery for Vocational and Professional Training, as it is mostly hands-on practice and seems unlikely if applied online (Ng et al, 2017).…”

Section: Vocational Schoolmentioning

confidence: 99%

“…The studies were, among other things, in terms of the instructors, lecturers, or staff's readiness background in carrying out blended learning in 6 articles (26%), from the students' background, there were 5 articles (22%), from the technology availability or infrastructure, there were 3 articles (13%), and most focus on systematic indicators, namely the blended learning's design and management, as many as 9 articles (39%) in which there were learning designs and strategies. (Maarop & Embi, 2016); (Machumu et al, 2016); (Boelens et al, 2017); (Nortvig et al, 2018); (Han & Ellis, 2019); (Setiawan et al, 2019) (Machumu et al, 2016); (Manwaring et al, 2017); (Vanslambrouck et al, 2018); (Nortvig et al, 2018); (Yick et al, 2019) (Porter & Graham, 2016); (Ng et al, 2017); (Nortvig et al, 2018) (Chen & Tat Yao, 2016); (Kristanto et al, 2017); (Margolis et al, 2017); (Jachin & Usagawa, 2017); (Charitopoulos et al, 2017); (Nortvig et al, 2018); (Dewi et al, 2018); (Thompson et al, 2019); (Kulkarni et al, 2019) Total 6…”

Section: Blended Learning Implementation In Vocational Schoolsmentioning

confidence: 99%

“…The blended learning implementation does not only look at the teachers and students' readiness; it is also essential to pay attention to the infrastructure readiness in supporting blended learning, such as the availability of adequate infrastructure, technology support, and internet networks (Porter & Graham, 2016;Ng et al, 2017). Learning, which combines online and face-to-face learning, needs to adopt blended learning designs and management that have been done in other schools, especially in vocational schools.…”

Section: Blended Learning Implementation In Vocational Schoolsmentioning

confidence: 99%

See 1 more Smart Citation

Blended Learning Implementation and Impact in Vocational Schools

2020

View full text Add to dashboard Cite

The purpose of this study is to systematically review empirical evidence about how necessary blended learning for vocational education, the blended learning implementation in vocational schools, and the blended learning impact in vocational schools. It analyzed 32 studies concerning blended learning implementation and impact in vocational schools, published in the last five years. Employing the metaanalysis review method, the data were extracted and analyzed by descriptive analysis and concluded in the form of a percentage. This study's results stated that blended learning could be used as a vocational education system solution by adjusting technological advances. The highest implementation was in the design and management dimensions of blended learning at 39%; It was considered the most important in adopting blended learning in vocational schools. Besides, the study of the highest impact was the increase in students' abilities and knowledge in the form of test scores, which was 42% higher than behavior and motivation's impact. Therefore, it is necessary for future research to develop blended learning in vocational schools by paying attention to the students' behavior and motivation impact.

show abstract

“…To accommodate industrial demands, TVET had to revamp their programmes and curricula by adding theories, advanced subject knowledge and a range of transferrable and people skills for potential students to articulate to further studies in universities. In the past decade, many governments and TVET providers have begun to make significant efforts to enhance their curricula and learning and teaching strategies (Ng, 2016). The reformation result is significant, with a trend of people returning to TVET.…”

Section: Introductionmentioning

confidence: 99%

Embracing ambiguity

Towey

Walker

2019

ITSE

View full text Add to dashboard Cite

Embracing reflective practice and retrospection, with a goal of identifying commonalities, this paper examines delivery of engineering subjects in both traditional higher education (THE) and technical and vocational education and training (TVET). Design/methodology/approach: Reflections on actions and autoethnography were employed to examine the teaching and learning experiences of three educators across two higher education (HE) institutions (HEIs), in the greater Chinese context. Literature reviews and historical contexts are outlined to support the approaches and insights identified. Findings: The paper presents a number of common characteristics and challenges identified across both THE and TVET. Drawing on the successful embrace of ambiguity and change in recent software engineering (SE) development paradigms, recommendations are then made for how the agile SE themes can be applied in a larger sense to address the wider challenges facing both THE and TVET.

show abstract

A Study of Vocational and Professional Education and Training (VPET) Students and Teachers’ Preferred Support for Technology Based Blended Learning

Cited by 9 publications

References 6 publications

ICT Enabled TVET Education: A Systematic Literature Review

ICT Enabled TVET Education: A Systematic Literature Review

Blended Learning Implementation and Impact in Vocational Schools

Embracing ambiguity

Contact Info

Product

Resources

About