La formación profesional a distancia: nuevos alumnos, nuevos retos

Pérez, Iris Usach; Taléns‐Visconti, Raquel; Casado, Luisa Ruano

doi:10.51302/tce.2020.467

Cited by 2 publications

(1 citation statement)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is a growing interest in technology-mediated contexts in vocational education. Usach Pérez et al . (2020) compared two modalities of teaching delivery in VET (face-to-face and distance) and found no differences in the quality of teaching, even though face-to-face students performed better.…”

Section: Introductionmentioning

confidence: 99%

Analysing student satisfaction with teaching strategies in vocational education

Noguera,

Quesada-Pallarès,

Sepúlveda-Parrini

2024

View full text Add to dashboard Cite

PurposePedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET.Design/methodology/approachA quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below.FindingsThe findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does.Research limitations/implicationsThe limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET.Originality/valueLiterature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Analysing student satisfaction with teaching strategies in vocational education

Noguera,

Quesada-Pallarès,

Sepúlveda-Parrini

2024

View full text Add to dashboard Cite

show abstract

Perceptions of online education among 16-18-year-olds: Differences and similarities in their interests and preferred formats according to where they live

Montaña-Blasco,

Estanyol,

Mohammadi

2023

EPI

View full text Add to dashboard Cite

This research employs a quantitative and cross-sectional approach, utilizing an online survey (N=600), to examine the preferences of Spanish students aged 16 to 18 regarding different modes of education (face-to-face or online). It also explores potential variances based on their place of residence. Additionally, the study identifies the subjects of interest to these students for integration into formal learning and determines their preferred online learning formats. The findings reveal significant differences between students residing in cities with a population of 50,000 or more and those in smaller habitats, particularly in relation to their experiences and evaluations of online education, precisely specific training in received digital technologies, their topics of interest, their self-study learning methods, and their preferred online learning formats. These study outcomes can contribute to the enhancement of online education and better preparedness of the educational system for future challenges that may necessitate the adoption of this instructional mode. Based on our study, several recommendations for online education can be made. Firstly, there is a need for teachers to acquire enhanced digital skills. Secondly, it is important not to assume that young individuals possess inherent digital skills due to their age; instead, it is crucial to emphasize the acquisition of critical digital skills during their education. Thirdly, motivating young students by aligning teaching with their areas of interest should be encouraged, considering their significant habitat preferences. Lastly, interactive methodologies that stimulate students, such as immediate evaluation questionnaires, animations, and interactive exercises, should be prioritized, particularly for students residing in densely populated areas.

show abstract

La formación profesional a distancia: nuevos alumnos, nuevos retos

Cited by 2 publications

References 12 publications

Analysing student satisfaction with teaching strategies in vocational education

Analysing student satisfaction with teaching strategies in vocational education

Perceptions of online education among 16-18-year-olds: Differences and similarities in their interests and preferred formats according to where they live

Contact Info

Product

Resources

About