Ecodesign — design and evaluation of an e-learning system for vocational training

Pohl, Margit; Rester, Markus; Judmaier, Peter; Stöckelmary, K.

doi:10.1007/bf03054382

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…The current findings showed that educational, geographical, social, economic, and even physical aspects of learners have not been taken into consideration sufficiently in current educational processes and practices, including learning styles, ability to control learning progress and records, and the application of diverse strategies for teaching and assessing students' academic achievement. These findings are aligned with previous studies (20,21,23,25,43,(45)(46)(47)(48)55).…”

Section: Educational Approachessupporting

confidence: 82%

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

Shahmohammadi

Taghipourzahir

Azizi

et al. 2018

Interdiscip J Virtual Learn Med Sci

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Context: Promoting the quality of learning and teaching processes at the tertiary level, including distance education, has been considered as a strategic approach by policy makers in higher education, throughout the world. For this reason a reliable and comprehensive evaluation mechanism can play an important role in assessing the current situation and identifying the needs and problems from one hand and identifying the most important appraisal indicators on the other hand. This study aimed at critically reviewing the literature and theoretical frameworks of previous relevant researches to highlight the most important components and indicators that must be applied in appraising distance education. Methods:Due to the importance of using the findings of previous studies as a foundation for extracting the most important appraisal indicators, 42 national and international research studies relevant to the evaluation of distance education were selected and analyzed, which were published in refereed journals during year 2006 to 2015. The eligibility criteria for selecting these studies were their relevance to any aspect of distance education. For this reason and in order to identify indicators, the content of these studies were analyzed based on the open coding method. Later on, all findings were categorized, outlined, and summarized according to the main components, which may form a comprehensive evaluation system for distance education at the higher education level. Results:The findings of this meta-synthesis showed that pedagogical knowledge, technology, learning organization, educator, learner, learning content, teaching models and strategies, time, place and space were the most important components of a comprehensive appraisal system that should be considered in evaluating distance education systems and its mechanisms and processes, continuously. Conclusions:The rise of distance education in Iran's higher education sector has urged that new comprehensive evaluation system has to be applied as a platform for improving and guaranteeing the quality of learning and teaching processes, curriculum and learning materials, and even the way by which these institutions are managed. Consequently, it is important to be assured that our policies and practices in higher distance education are on the right pathway. Therefore, based on the theoretical frameworks and studies performed before, the outcome of this meta-synthesis however, has highlighted some critical components which are necessary to be taken into account if this system has to be evaluated comprehensively.

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Section: Educational Approachessupporting

confidence: 82%

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

Shahmohammadi

Taghipourzahir

Azizi

et al. 2018

Interdiscip J Virtual Learn Med Sci

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“…To obtain a comprehensive picture of the whole system, such methods of investigation would take much more time than 1 h. Therefore, it was decided not to use them. In previous studies, software logs [26,31] were used. The data from software logs is interesting, in that it is possible to monitor what learners actually do in a natural setting and without influence by the investigator.…”

Section: Results From Interviewsmentioning

confidence: 99%

Computer supported collaborative learning and vocational training: adapting the technology to the learners’ needs

Pohl

Rester

Stöckelmayr

et al. 2008

Univ Access Inf Soc

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The aim of the ECODESIGN project was the development of a course in sustainable product design. The target group are employees in the areas of product design, marketing or similar areas. Some learners from this target group have a low computer literacy and are, therefore, reluctant to use advanced forms of electronic communication. Collaborative learning has to be designed according to the learners' needs, taking into account that many participants of the ECODESIGN course have to get used to electronic communication. Despite this problem, a community of practice seems to result from the ECODESIGN course. Active tutoring was especially important to motivate learners and to constitute the community of practice.

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“…Blended learning as a result of the development of information and communication technology in the learning system has been widely applied to vocational education programs (Bliuc et al, 2012;Pohl et al, 2005;Yang et al, 2015;Yalcinkaya, 2015;Stapa et al , 2014;Groschl et al, 2015). Given the technical education held at the Faculty of Engineering, State University of Malang including vocational education, the instructional design follows several indicators as follows such as: a) aspects of needs analysis, b) selection and order of competence, c) learning development, and d) evaluation of learning (Triyono, 2015: 61).…”

Section: Literature Reviewmentioning

confidence: 99%

Blended Learning Design for Block System Practicum on Electrical Engine Course at State University of Malang

Mindarta

Sutadji²,

Putra³

2018

Erudio

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All this time, the form of web-based learning implementation has brought optimal learning process. Yet, it requires an instructional design as a learning model that can be liked by the students to engage in various learning activities such as discussions, frequently asked questions, and learning process requests that require face-to-face learning. The blended learning design is developed based on ten methods of learning model design of Gerlach and Ely. Furthermore, it can be developed into learning steps (syntax) of blended learning.

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Ecodesign — design and evaluation of an e-learning system for vocational training

Cited by 3 publications

References 3 publications

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

Computer supported collaborative learning and vocational training: adapting the technology to the learners’ needs

Blended Learning Design for Block System Practicum on Electrical Engine Course at State University of Malang

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