Design Principles for Applied Learning: Bringing Theory and Practice Together in an Online VET Teacher-Education Degree

Autor/in	Downing, Jillian J.
Titel	Design Principles for Applied Learning: Bringing Theory and Practice Together in an Online VET Teacher-Education Degree
Quelle	In: International Journal of Training Research, 15 (2017) 1, S.85-102 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2017.1313756
Schlagwörter	Design Requirements; Educational Principles; Theory Practice Relationship; Doctoral Programs; Online Courses; Vocational Education; College Programs; Teaching Methods; Instructional Innovation; Student Characteristics; Student Experience; Teaching Experience; Delivery Systems; Focus Groups; Interviews; Teacher Surveys; Student Surveys; Learning Activities; Communities of Practice; Professional Identity; Collegiality; Task Analysis; Personal Autonomy; Praxis; Teacher Education Programs; Curriculum Design; Qualitative Research; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Design preferences; Gestaltungsmittel; Bildungsprinzip; Theorie-Praxis-Beziehung; Doktorandenprogramm; Online course; Online-Kurs; Ausbildung; Berufsbildung; Studienprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Studienerfahrung; Auslieferung; Interviewing; Interviewtechnik; Schülerbefragung; Lernaktivität; Community; Kollegialität; Aufgabenanalyse; Individuelle Autonomie; Lehrplangestaltung; Qualitative Forschung; Ausland; Australien
Abstract	This paper reports on a doctoral study that investigated an alternative pedagogical approach in an online VET teacher-education course offered at a mid-sized university in Australia. Students in the course were mature-aged and adding study to their role as in-service VET teachers. Building on previous research, a set of design principles was created to guide the development of the course and ensure it responded to the students' characteristics and provided an "applied learning" environment where theory and practice could be authentically integrated in their work contexts. The study evaluated the effectiveness of the design principles by investigating the experiences of the students and teaching staff over an 18-month period. In an era of increasingly diverse student cohorts and fully online courses, the applied learning design principles offer a contemporary framework to guide the development and delivery of courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01