Teacher, think twice : about the importance and pedagogical value of blended learning design in VET

Makovec Radovan, Danijela (avtor), Radovan, Marko (avtor)

The integration of technology into educational institutions is transforming education and fostering innovative approaches to learning. Blended learning, an increasingly popular approach, integrates technology with traditional teaching approaches. Blended learning can overcome the limitations associated with using technology purely as a tool, facilitating its full integration into the educational process. The present study involved 106 students enrolled in a vocational education program (VET) in Slovenia. The students were subjected to a pilot implementation of blended learning, and their experiences were subsequently analyzed and evaluated. The results showed that the use of different teaching approaches led to different outcomes in terms of student workload, learning outcomes, and motivation. The different teaching approaches were found to present different levels of difficulty for students. For example, live sessions and the integration of virtual reality/augmented reality (VR/AR) technology presented greater challenges. Conversely, collaborative group work and online courses focused on developing professional skills were found to be beneficial. The study also highlighted the importance of feedback and instructor support in online learning environments. In general, the results of our study suggest that the adoption of blended learning in education can lead to positive outcomes. However, it is important to emphasize the importance of careful planning and thoughtful consideration of optimal pedagogical strategies.

• Jezik: Angleški jezik
• Ključne besede: technology integration, blended learning, vocational education and training, learning design, teaching approaches, education
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: FF - Filozofska fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2023
• Št. strani: 12 str.
• Številčenje: Vol. 13, iss. 9, art. 882
• PID: 20.500.12556/RUL-149324
• UDK: 377
• ISSN pri članku: 2227-7102
• DOI: 10.3390/educsci13090882
• COBISS.SI-ID: 163354115
• Datum objave v RUL: 06.09.2023

Gradivo je del revije

• Naslov: Education sciences
• Skrajšan naslov: Educ. sci.
• Založnik: MDPI
• ISSN: 2227-7102
• COBISS.SI-ID: 520257817

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: učna tehnologija, kombinirano učenje, poklicno izobraževanje, strokovno izobraževanje, načrtovanje učenja, učni pristopi, izobraževalna tehnologija, pedagogika

Projekti

• Financer: EC - European Commission
• Program financ.: EEA
• Številka projekta: ATP213