Vocational Learning

Promoting vocational learning using ICTs

Erin Shea, Memorial University of Newfoundland

Problem

Vocational education aims to prepare learners for working within a wide range of trades or occupations (Oguzor, 2011), however, according to Ellis, Dyer and Thompson (2014) many students have arrived to employers poorly equipped for the workplace. As a result, employers and researchers are beginning to question whether vocational education is actually meeting the needs of today’s students (Ellis et al., 2014).

According to Oguzor (2011), most vocational learners are taught using only a traditional classroom approach, which has often resulted in poor performance, as this traditional method of teaching only appeals to a small minority of learners. Lo, Fu and Chang (2013) propose that traditional classroom methods may in fact be ineffective for up to 70% of students in vocational settings.

The traditional teaching method often neglects factors that are essential for meaningful learning (Oguzor, 2011), without which, students lack ability to transfer knowledge and skills to a real world setting (Haverila & Marjatta, 2009). Collaboration, for example, is essential for effective learning (Haverila and Marjatta, 2009), however, Hamalainen and De Wever (2013) concluded that students in vocational learning settings were working individually more often than in groups. According to Hamalainen and De Wever (2013) this individual approach was also not reflective of the workplaces students were preparing for, where employees were often expected to work in team settings. Although the vocational education system purposes to effectively prepare learners for the workforce, it often lags behind the workforce as they change and adopt new technologies (Ellis et al., 2014). Students cannot be truly equipped to function in the workforce if the curriculum hasn’t introduced them to the equipment and skills that will be essential in their chosen field (Summak & Samancioglu, 2011).

Works cited

Ellis, C., Dyer, A., & Thompson, D. (2014). Riding tandem: an organic and collaborative approach to research in vocational education and training. Research in Learning Technology, 22. doi:10.3402/rlt.v22.24614

Hämäläinen, R., & De Wever, B. (2013). Vocational education approach: New TEL settings—new prospects for teachers’ instructional activities? International Journal of Computer Supported Collaborative Learning, 8(3), 271 291. doi:10.1007/s11412-013-9176-1

Haverila, M., & Marjatta, M. (2009). Towards innovative virtual learning in vocational teacher education: narratives as a form of meaningful learning. European Journal of Open, Distance and E-Learning 1–9. Retrieved from http://www.eurodl.org/materials/contrib/2009/Haverila_Myllyla Torp.pdf

Inayat, I., ul Amin, R., Inayat, Z., & Salim, S.S. (2013). Effects of collaborative web based vocational education and training (VET) on learning outcomes. Computers & Education, 68, 153-166. doi:10.1016/j.compedu.2013.04.027

Keep, E. (2012). Where next for vocational education? British Journal of Sociology of Education, 33(2), 315-322. doi:10.1080/01425692.2012.649845 Konradt, U. (2004). Hypermedia in vocational learning: a hypermedia learning environment for training management skills. International Journal of Instructional Media, 31(2), 175-184. Retrieved from http://search.proquest.com/docview/204318974?accountid=12378

Kuskaya Mumcu, F., & Kocak Usluel, Y. (2010). ICT in vocational and technical schools: teachers' instructional, managerial and personal use matters. Turkish Online Journal of Educational Technology, 9(1), 98-106. Retrieved from http://www.editlib.org/p/55754/

Lo, H., Fu, G., & Chuang, K. (2013). Needs of the learning effect on instructional website for vocational high school students. Turkish Online Journal of Educational Technology - TOJET, 12(4), 113 123. Retrieved from http://www.tojet.net/volumes/v12i4.pdf

Marsden, N., & Piggot-Irvine, E. (2012). Using blogging and laptop computers to improve writing skills on a vocational training course. Australasian Journal of Educational Technology, 28(1), 30-47. Retrieved from http://www.ascilite.org.au/ajet/ajet28/marsden.html

Naamani, C., & Taylor, L. (2012). Beauty and the iPod - a story of contrasts and the use of podcasting in vocational education – nail technology. Research in Learning Technology, 20, 1-10. http://dx.doi.org/10.3402/rlt.v20i0.19188

Oguzor, N. (2011). Computer usage as instructional resources for vocational training in Nigeria. Contemporary Educational Technology, 2(3), 188-199. Retrieved from http://www.cedtech.net/articles/23/232.pdf

Robertson, I. (2008). Learners' attitudes to wiki technology in problem based, blended learning for vocational teacher education. Australasian Journal of Educational Technology, 24(4), 425-441. Retrieved from http://www.ascilite.org.au/ajet/ajet24/robertson.html

Starcic, A., & Niskala, M. (2010). Vocational students with severe learning difficulties learning on the Internet. British Journal of Educational Technology, 41(6), 155-159. doi:10.1111/j.1467 8535.2010.01128.x

Summak, M. S., & Samancioglu, M. (2011). Assessment of technology integration in vocational education and training schools. International Journal of Education and Development using Information and Communication Technology, 7(1), 68-85. Retrieved from http://ijedict.dec.uwi.edu/include/getdoc.php?id=4698&ar icle=1259&mode=pdf.

Totter, A., Stütz, D., & Grote, G. (2006). ICT and schools: identification of factors influencing the use of new media in vocational training schools. Electronic Journal of E-Learning, 4(1), 95-102. Retrieved from www.ejel.org/issue/download.html?idArticle=18