Digital Distance Learning and the Transformation of Vocational Schools From a Qualitative Perspective

Abstract

Digital distance learning has become one of the main modes of education at vocational schools during the COVID-19 pandemic. A large-scale survey with almost 4,000 stakeholders from 15 vocational schools in Germany was conducted to analyze the current state of digital distance learning, with the goal to identify the challenges teachers, students, school leaders, parents, and training companies face when digital distance learning processes are implemented. A total of N = 1,493 qualitative statements have been analyzed as part of the survey. The results of the deductive structuring content analysis suggest the influence of digital distance learning on eight categories within school development, namely teaching, feedback, organization, collaboration, personal resources, technical infrastructure, perceived learner success, and professionalization. The identification of challenges within these categories can help school leaders at vocational schools and policy makers to transform the experiences during the ad hoc implementation of digital distance practices into sustainable school development processes. The research work also proposes a transformation of existing theoretical frameworks of school development in the light of digitalization.

Same, but Different? Digital Transformation in Swiss Vocational Schools from the Perspectives of School Management and Teachers

“…One example could be the establishment of a feedback culture, which might play an important role in successfully shaping the digital transformation (cf. Delcker & Ifenthaler, 2022 ).…”

Perspectives on Digital Competencies in University: What’s Ahead for Education?

“…The different digital competencies should be evaluated to achieve technological advances, knowledge and learning skills for the development of education and social environments (Kallas & Pedaste, 2022) thinking about a digitized future and not stop practicing these digital competencies to continue linking online learning as satisfactory for success and good academic performance during the studies of any educational level (Younas et al, 2022). In the school development, categories are perceived that managed to have: teaching, namely, organization, feedback, personal resources, collaboration and infrastructure which motivated to succeed as a student and as a teacher (Delcker & Ifenthaler, 2022) which should be practiced in face-to-face teaching, otherwise we will have to adapt to new methodologies that change this type of teaching.…”

“…The education sector reached all corners of the world, such as native communities (Chile) thanks to the government's proposal as part of the inclusion in the development of student learning (Burgos-Videla et al, 2022) and whose experience has been involving much of society through the media where the student manages to integrate with educational platforms so they receive grades positively by the use of digital skills (López et al, 2022) which has become one of the main requirements to achieve quality learning in all educational institutions despite having difficulties with teachers, students, parents and training companies but achieving categories that influenced education (Delcker & Ifenthaler, 2022).…”

A New Model of Knowledge Acquisition: Distance Education

“…Distance education is a systematically organized educational process aimed at the fullest possible self-fulfilment of an individual, the development of his professional abilities and personal skills, including the ability to organize and direct his studies. Distance education is intended to provide an opportunity to carry out the educational process continuously and in an autonomous mode, while focusing educational resources on meeting the education seeker's needs (Bozkurt, 2019;Bušelić, 2017;Delcker & Ifenthaler, 2022).…”