Online Learning for Vocational Education: Uncovering Emerging Themes on Perceptions and Experiences

Abstract

The worldwide spread of the COVID19 pandemic has shifted the teaching of theory and practical sessions in all schools, including in the field of vocational education, to online learning. Theoretical and practical learning in vocational education become more flexible and is not confined to physical space. A systematic literature review of selected research articles was conducted using Systematic Reviews and Meta-Analyses (PRISMA) guidelines based on important keywords of online learning in vocational education. Initially, the research identified 89 articles from Scopus databases by using a specific keywords search. After the screening phase, ten articles were finalized to meet the criteria for review and discussion in this paper. The thematic analysis conducted reveals several exciting topics discussed in this paper; students' experiences, teaching and learning performances, and the teacher and students' perception of online learning for vocational education. The study implies the cruciality of understanding the role of teachers and students in vocational education so online learning can be optimized and conducted efficiently.

Accessibility and Effectiveness of Online Learning in China's Vocational Education System: A Comparative Study between Urban and Rural Areas

“…Demographically, the rural population in the sample had a slightly higher mean age than their urban counterparts. The longer mean duration of vocational education in urban settings could be linked to better accessibility and engagement with online education (Roslin et al, 2022). In a study, it has been found that vocational students prefer flexibility in time management, independent development, self-regulation, and self-directed education within the online learning system (Aydin et al, 2015).…”

Students and Teachers' Perceptions Towards the Use of Online Teaching as an Alternative Delivery Mode (Adm)

“…While the concept of online education had been brewing for years, its sudden, wide-scale implementation underscored the need to probe its efficacy and acceptance within the academic community (Moskal et al, 2013;Aguilera-Hermida, 2020;Iglesias-Pradas et al, 2021). Notably, the perceptions of both teachers and students emerged as focal points, carrying the potential to shape the trajectory of education in an increasingly digital age (Roslin et al, 2022).…”

“…Existing literature has illuminated the significance of unraveling these perceptions, exposing insights that hold the promise of enhancing the quality of online courses (Querol & Camiciottoli, 2019;Mishra et al, 2020;Selvaraj et al, 2021;Roslin et al, 2022). Yet, these studies have often peered through a narrow lens, delving into specific facets of online instruction-ranging from course content quality to the efficacy of digital communication tools and overall student satisfaction.…”

The Development of a Mobile Application Ismind for Formative Students’ Assessment

“…Research on mobile-based assessment has confirmed that these applications have a positive impact on students' learning outcomes and motivation [3], [4]. However, research on mobile-based assessment systems is still an emerging topic in the field of mobile learning.…”