Vocational Learning: Difference between revisions
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==Problem== | ==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). | |||
==Role of ICTs== | ==Role of ICTs== | ||
Revision as of 16:33, 28 October 2014
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).