Ex Post Evaluation of a Learning Factory – Competence Development Based on Graduates Feedback

Balve, Patrick; Ebert, Lena

doi:10.1016/j.promfg.2019.03.002

Cited by 11 publications

(4 citation statements)

References 4 publications

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“…Del estudio de (Balve & Ebert, 2019) se destaca por los resultados que existe una imagen general obtenida de las autocompetencias y las metodologías para la continuidad y culminación de los estudios los estudiantes requieren del desarrollo de competencias, tal es el estudio de (Balve & Ebert, 2019) respecto a las competencias formadas y reforzadas por la LF HHN para la vida profesional de los estudiantes. Si bien nuestro estudio no abarca directamente las competencias que la universidad desarrolla, si se ha manifestado que los estudiantes si cuentan con competencia procedimentales y técnicas cuando usan y acceden a las plataformas como herramienta de trabajo académico; sin embargo, al contar y recurrir a sus redes de apoyo se puede presumir que hay el desarrollo de competencias sociales.…”

Section: Discussionunclassified

Aplicación de herramientas tecnológicas y las estrategias de continuidad de estudios en universitarios durante el COVID 19

Arohuanca-Percca¹,

Quispe²

2023

BJB

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Los actores educativos sufrieron una disrupción a causa de la pandemia por lo que la forma de interactuar fue en la virtualidad donde incluso los más resistentes a la cultura digital, los nativos digitales, padecieron dificultades; sin embargo poco se sabe sobre las condiciones para la continuidad de sus estudios. En ese entender el objetivo de la investigación buscó indagar sobre la situación tecnológica de los estudiantes universitarios y determinar las estrategias que adoptan para garantizar la continuidad de sus estudios en la modalidad de educación remota en tiempos de pandemia. El diseño de investigación fue el no experimental, transeccional y de tipo correlacional causal; con un tamaño de muestra calculada de 375 estudiantes universitarios. Como resultados, en relación a la dificultad de acceso a conectividad se muestra que el 53.9% hace uso primordialmente del celular. La mayor dificultad tecnológica que presentan en un 27.7% son problemas del clima, un 27.5% colapso de la red. Un 30,1% planifica sus acciones ante situaciones diferentes cuando interactúa con la tecnología. Como estrategia y “muy frecuente” es la aplicación de herramientas tecnológicas, siendo el WhatsApp el que prima como apoyo. Se concluye que la correlación entre la planificación de acciones y la aplicación de las herramientas tecnológicas aplicando Spearman es de 0.36, por ende existe una correlación moderada; con una prueba de hipótesis de ser altamente significativo (p- valor<0.01).

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Section: Discussionunclassified

Aplicación de herramientas tecnológicas y las estrategias de continuidad de estudios en universitarios durante el COVID 19

Arohuanca-Percca¹,

Quispe²

2023

BJB

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“…Professional competences: Solving (complex, real-world) problems [19,23,33,39,42,43]; information processing, recognizing interconnections, and analytical thinking [19,33,34] • Methodological competences: Organizational skills, task management, and time management [23,30]; lean methods [30,38,39]; creativity and innovation [36] • Social competences: Communication skills [19,34,36]; persuasion with rational arguments [23]; teamwork [19,23,36]; negotiation skills and conflict management [23]; interdisciplinarity [33] • Self-competences: Lifelong and/or independent learning [19,36]; openness to (new) technologies [34] Adam et al [40] also identified a significant relationship between understanding the intervention content and (a) alternating between theory and practice and (b) a do-it-yourself approach. In addition, the results of their study showed a significant relationship between participants' intention to transfer the learnings and (a) understanding the training content, (b) the ease with which the content could be applied in the training, and (c) a higher former experience with the training content [40].…”

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confidence: 99%

Empirical Findings on Learning Success and Competence Development at Learning Factories: A Scoping Review

Reining

Kauffeld

2022

Education Sciences

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To meet the changing competence requirements for employees in engineering professions, education and training need to adapt accordingly. Learning factories offer various possibilities to design or integrate practice-oriented learning into training measures. Whether this approach in fact facilitates learning and competence development is rarely investigated. For this reason, the objective of this scoping review is to analyze and summarize the existing empirical findings on learning success and competence development in learning factories regarding their evaluation methods and results. Following standardized guidelines (PRISMA, JBI) for scoping reviews, 12 databases were researched. The literature screening led to the identification of 24 publications included in the final analysis. The results indicate that a variety of evaluation methods are used to assess learning and competences at learning factories and that criteria of all four competence facets (professional, methodological, social, and self-competence) can be enhanced at learning factories in general. As many of the identified studies show potential for improvement regarding the quality of the used methods and analysis of results, further studies on these topics are needed. Evaluations should be integrated into all training measures at learning factories to ensure learning success and competence development and to be able to readjust design, structure, and didactics where necessary.

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“…Initial research indicates that such interconnected model-like smart factories can foster competence development among students (Bauernhansl et al 2018;Hummel et al 2015). In addition, research suggests that Learning Factories 4.0 can help to develop not only technical, but other Industry 4.0-relevant competencies like information literacy, problem solving, or collaboration (Balve and Ebert 2019;Ifenthaler 2018;Tisch et al 2013). However, current studies largely focus on learners at the university level (Abele et al 2015;Balve and Ebert 2019;Belinski et al 2020;Enke et al 2018;Liebrecht et al 2017;Müller-Frommeyer et al 2017).…”

mentioning

confidence: 99%

“…In addition, research suggests that Learning Factories 4.0 can help to develop not only technical, but other Industry 4.0-relevant competencies like information literacy, problem solving, or collaboration (Balve and Ebert 2019;Ifenthaler 2018;Tisch et al 2013). However, current studies largely focus on learners at the university level (Abele et al 2015;Balve and Ebert 2019;Belinski et al 2020;Enke et al 2018;Liebrecht et al 2017;Müller-Frommeyer et al 2017). Studies about the impact of Learning Factories 4.0 in the context of technical vocational educational training are scarce (Roll and Ifenthaler 2020b;Scheid 2018).…”

mentioning

confidence: 99%

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

Roll

2021

Empirical Res Voc Ed Train

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Learning Factories 4.0 are thought to prepare vocational students for the challenges of Industry 4.0. The implementation of those interconnected Learning Factories 4.0 at technical vocational schools may promote the development of subject-related technical competencies as well as multidisciplinary digital competencies. Still, research is scarce with regard to the development of competencies supported through Learning Factories 4.0 in technical vocational schools. Hence this research focusses on subject-related technical and multidisciplinary digital competencies of technical vocational students change due to different levels of Learning Factory 4.0 interaction over time. Three subsequent competence tests with N = 63 technical vocational students were conducted. Findings indicate the benefits of integrating Learning Factories 4.0 for developing subject-related competencies in technical vocational schools. However, the study could not identify a positive development of multidisciplinary digital competencies. The findings of this study can help educators to further develop learning environments with support from Learning Factories 4.0 as well as preparing their learners for the demanding competencies of Industry 4.0.

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Ex Post Evaluation of a Learning Factory – Competence Development Based on Graduates Feedback

Cited by 11 publications

References 4 publications

Aplicación de herramientas tecnológicas y las estrategias de continuidad de estudios en universitarios durante el COVID 19

Aplicación de herramientas tecnológicas y las estrategias de continuidad de estudios en universitarios durante el COVID 19

Empirical Findings on Learning Success and Competence Development at Learning Factories: A Scoping Review

Learning Factories 4.0 in technical vocational schools: can they foster competence development?

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