Use of virtual labs to support demand-oriented engineering pedagogy in engineering technology and vocational education training programmes: a systematic review of the literature

Frady, Kristin

doi:10.1080/03043797.2022.2141610

Cited by 9 publications

(2 citation statements)

References 43 publications

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“…In this regard, instructors need to comprehend how to use technology effectively and develop practical teaching strategies. Previous research (Hanapi & Nordin, 2014;Hanafi & Wahidah, 2018;Frady, 2022) has shown that effective teaching is vital to producing quality VET graduates. Indeed, instructors need specific teaching abilities, especially knowledge of the materials and the teaching techniques (Cattaneo, Antonietti & Rauseo, 2022).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Instructors’ perspectives of TPACK in a vocational training classroom in Namibia

Nepembe,

Simuja

2023

JOVACET

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Over time, vocational education has undergone a paradigm shift due to the integration of technology into teaching and learning. This change renders it necessary for vocational training instructors to have technological pedagogical content knowledge (TPACK) for effective technology adoption and integration into teaching and student learning. However, developing competence in the intersection of technology, pedagogy and content remains a challenge for many lecturers entering vocational education. Instructors’ decisions to integrate technology depend on their perceptions of TPACK, which can influence their approach to integrating technology into teaching. This study is part of a longitudinal study that has been examining instructors’ development of TPACK in vocational education in Namibia. Using a qualitative approach and the TPACK framework, data were collected through questionnaires and focus-group interviews. The data were analysed thematically using Nvivo software. The findings reveal that instructors’ teaching experience expands their knowledge beyond technology integration, leading to a new understanding of TPACK constructs. In addition, the study shows that their disposition towards TPACK shifts with access to teaching technologies and that students’ learning needs inform Instructors’ TPACK. The study offers insights into the ways in which vocational education instructors integrate their teaching experience with technologies and relate that to the TPACK framework constructs.

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Section: Review Of Related Literaturementioning

confidence: 99%

Instructors’ perspectives of TPACK in a vocational training classroom in Namibia

Nepembe,

Simuja

2023

JOVACET

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“…The vigorous promotion of vocational education has emerged as a crucial development strategy in China (Du et al, 2022). Postsecondary vocational education aims to help students become professionals with with in-demand global industry skills (Frady, 2022).…”

Section: Introductionmentioning

confidence: 99%

Influence of Students Perceived Classroom Climate on English Language Learned Helplessness in China’s Vocational Colleges: Mediation of Classroom Silence and Academic Self-Efficacy

Wei¹,

Tu²

2023

WJEL

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In this study, we investigated the mediating effects of classroom silence and academic self-efficacy on the relationship between English classroom climate and learned helplessness among vocational college students. A total of 501 students from 5 postsecondary vocational colleges in Fujian Province, China, were assessed using the Classroom Climate Scale, Classroom Silence Scale, Learning Self-Efficacy Scale, and English Learned Helplessness Scale. Structural equation modelling was used to evaluate the mediating effects of classroom silence and academic self-efficacy on the relationship between classroom climate and learned helplessness. We found that perceived classroom climate negatively affected students’ learned helplessness. In addition, classroom silence and academic self-efficacy fully mediated the relationship between perceived classroom climate and learned helplessness. This study provides relevant recommendations for educational administrators, English teachers, and students.

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WITHDRAWN: Exploring the Intersection of Formal Education and Work-Based Learning and Synergies for Cultivating Critical Thinking and Creativity

Zhou

2024

Thinking Skills and Creativity

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Use of virtual labs to support demand-oriented engineering pedagogy in engineering technology and vocational education training programmes: a systematic review of the literature

Cited by 9 publications

References 43 publications

Instructors’ perspectives of TPACK in a vocational training classroom in Namibia

Instructors’ perspectives of TPACK in a vocational training classroom in Namibia

Influence of Students Perceived Classroom Climate on English Language Learned Helplessness in China’s Vocational Colleges: Mediation of Classroom Silence and Academic Self-Efficacy

WITHDRAWN: Exploring the Intersection of Formal Education and Work-Based Learning and Synergies for Cultivating Critical Thinking and Creativity

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