How organisations are using blended e-learning to deliver more flexible approaches to trade training

Callan, Victor J.; Johnston, Margaret A.; Poulsen, Alison L

doi:10.1080/13636820.2015.1050445

Cited by 21 publications

(25 citation statements)

References 18 publications

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“…For instance, studies report that teachers have too narrow and traditional views about the use of technologicallyenabled assessment ( e.g. DeSouza and Fleming 2003), are unclear about the purposes of the e-assessment (Callan et al, 2015;Gaytan 2002), while there are confused motivations around why e-learning and e-assessment are being introduced (Becta 2005; Lang and Macpherson 2008). Our interviews revealed major challenges that need to be resolved between the parties and others around, for example, the features of appropriately designed e-assessment practices and procedures, authentication and validity, and appropriate steps around the training and professional development for all of those involved in e-assessment.…”

Section: Discussionmentioning

confidence: 99%

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E-assessment: challenges to the legitimacy of VET practitioners and auditors

Callan

Johnston

Clayton

et al. 2016

Journal of Vocational Education & Training

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This research examines what practitioners in vocational education and training (VET) organisations and external auditors judge to be the key issues in the current and future delivery of e-assessment. Applying the framework of legitimacy theory, the study examined the tensions around the use and growth of eassessment in training organisations, and challenges to both training bodies and auditors around their legitimacy to operate. Forty-eight interviews, 10 focus groups and two industry workshops were completed with practitioners and auditors who had in-depth experience in e-assessment and audit practices. Results revealed tensions between training providers and auditors around the current validity, authenticity and security of e-assessment. However, there was also strong agreement between the groups about the practical steps for resolving these tensions between auditors and VET institutions.

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Section: Discussionmentioning

confidence: 99%

“…Recently, Callan et al (2015) described such issues as 'trade-offs around any form of learning' (p.4), while noting that these trade-offs are influenced by a range of situational factors (e.g. the ease of use of a new technology), institutional practices (e.g.…”

Section: E-learning and E-assessmentmentioning

confidence: 99%

E-assessment: challenges to the legitimacy of VET practitioners and auditors

Callan

Johnston

Clayton

et al. 2016

Journal of Vocational Education & Training

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“…What this means is that the apprenticeship training programme should not be too theoretical. Callan et al (2015) assert that when the apprenticeship training programme is teaching-centric and rigid, it makes the learner become uninterested in the process.…”

Section: Mentoring Opportunity For Craftspeoplementioning

confidence: 99%

“…It is not surprising therefore that VR and e-learning are now used to enhance the training of apprentices (Callan et al, 2015;Tichon and Diver, 2010). The usage of computer aided platforms takes the form of virtual learning environment, online teaching and assessment of the trainees, mixed reality and prototyping of training process using VR.…”

Section: Use Of Vr and E-learning In Training Of Craftspeoplementioning

confidence: 99%

Apprenticeship for craftspeople in the construction industry: a state-of-the-art review

Daniel

Oshodi

Gyoh

et al. 2019

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Purpose Apprenticeship programmes are designed to provide young trainees with essential broad-based skills. Through apprenticeships, different sectors that are underpopulated can fill up their skills gaps. Apprenticeships are particularly useful to the construction sector which has a high ageing workforce and associated lower labour productivity. However, the completion rates of apprenticeship training programmes in the construction sector remain low in several countries across the globe. Thus, the purpose of this paper is to review the published research on apprenticeship training that is specifically focused on the construction sector, to determine the current status quo and suggest a direction for future research. Design/methodology/approach A systematic review approach was adopted. Based on a comprehensive search using SCOPUS databases, 33 relevant journal articles were identified and analysed. Findings It was found that monitoring and control is the most mentioned factor responsible for improvements in the completion rates of apprenticeship training. In contrast, the length of time required for going through the full training is the most common factor responsible for low completion rates. Three research gaps were identified, among which is the dearth of studies that has focused on apprentices training in developing countries. Research limitations/implications The gaps identified in the current knowledge on apprenticeship training would serve as a justification for future investigations. However, the scope of the review is limited to papers published in academic journals and citable through SCOPUS. Practical implications The outcomes of the study provide researchers and other relevant stakeholders with a concise report on the findings of previous studies. It also provides insight into strategies for improving the completion rates of apprenticeship training in the construction sector. Originality/value A systematic evaluation of the extant literature draws on theoretical evidence and highlights the factors that are more likely to influence the outcomes of apprentice training for craftspeople in the construction sector.

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“…In addition, technical and social advances such as the integration of e-learning with social media, networking, and knowledge management tools can alter how knowledge is generated and transferred (Garcia-Penalvo et al, 2012;Reynolds, Becker, & Fleming, 2014). These advances allow organisations to use e-learning to facilitate more responsive, flexible, and innovative learning (Callan, Johnston, & Poulsen, 2015;Waight, Downey, Wentling, & Arvidson, 2004), and thereby contribute to the democratising of both the innovation process (Yoo et al, 2012) and organisational structures (Purvis, Sambamurthy, & Zmud, 2001;Zammuto, Griffith, Majchrzak, Dougherty, & Faraj, 2007). This paper explores the possible relationship between the development of dynamic capabilities and e-learning processes.…”

Section: Introductionmentioning

confidence: 99%

Integrating a dynamic capabilities framework into workplace e‐learning process evaluations

Costello

McNaughton

2018

Knowl Process Manag

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The goal of workplace e‐learning programmes is to improve employee capabilities in order to enhance organisations' performance. However, notions of sustained performance in strategic management have moved from measures of production and profit to innovation and adaptation. We therefore suggest that the design and evaluation of e‐learning should also be consistent with the dynamic capabilities framework, which suggests that sustained superior performance results from an organisation's ongoing ability to alter operational routines in line with environmental requirements. With the intent of showing how e‐learning can be configured and evaluated to support the development of dynamic capabilities, we present findings of an exploratory qualitative study that examines e‐learning processes and evaluations in 12 New Zealand organisations. Our analysis reveals that organisations operating in more dynamic environments are likely to use e‐learning to support innovative and adaptive processes, and evaluate their e‐learning accordingly. This study's findings expand our overall understanding of the dynamic capabilities concept, and shows how e‐learning can be aligned to the achievement of more fluid objectives.

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How organisations are using blended e-learning to deliver more flexible approaches to trade training

Cited by 21 publications

References 18 publications

E-assessment: challenges to the legitimacy of VET practitioners and auditors

E-assessment: challenges to the legitimacy of VET practitioners and auditors

Apprenticeship for craftspeople in the construction industry: a state-of-the-art review

Integrating a dynamic capabilities framework into workplace e‐learning process evaluations

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