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  • Teacher, think twice [Elektronski vir] : about the importance and pedagogical value of blended learning design in VET
    Makovec Radovan, Danijela ; Radovan, Marko
    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.
    Source: Education sciences [Elektronski vir]. - ISSN 2227-7102 (Vol. 13, issue 9, [article] 882, 30 August 2023, str. 1-12)
    Type of material - e-article ; adult, serious
    Publish date - 2023
    Language - english
    COBISS.SI-ID - 163354115

    Link(s):

    https://www.mdpi.com/2227-7102/13/9/882
    Repository of the University of Ljubljana – RUL
    DOI

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