Online Learning and the New VET Practitioner. Working Paper.

Autor/inn/en	Schofield, Kaye; Walsh, Anne; Melville, Bernice
Institution	Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training.
Titel	Online Learning and the New VET Practitioner. Working Paper.
Quelle	(2000), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Attitudes; Computer Uses in Education; Distance Education; Educational Change; Foreign Countries; Internet; Interviews; Knowledge Level; Learning Processes; Online Systems; Postsecondary Education; Professional Development; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Improvement; Teacher Participation; Teacher Qualifications; Teacher Response; Teacher Role; Teacher Surveys; Teacher Workshops; Teaching Experience; Vocational Education; Vocational Education Teachers; Australia + Suchen Sie Ihr Suchwort? Computernutzung; Distance study; Distance learning; Fernunterricht; Bildungsreform; Ausland; Interviewing; Interviewtechnik; Wissensbasis; Learning process; Lernprozess; Online; Post-secondary education; Tertiäre Bildung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Lehrerkommentar; Lehrerrolle; Ausbildung; Berufsbildung; Ausbilder; Australien
Abstract	Eighteen VET practitioners considered to be at the leading edge of online education in technical and further education in South Australia were interviewed to determine the extent of their knowledge about and experiences of online learning and teaching. Data were gathered through a survey, structured interviews, online research events, and two face-to-face workshops. Responses indicated that, despite a VET policy environment keen to accelerate the take-up of online learning, online teaching and learning remains a very new area of human endeavor and a new area for VET policy and practice. The practitioners were actively involved in constructing knowledge about online learning. However, they were not yet systematically or consciously reflecting on the inferences to be drawn from their individual and collective experiences. Although the practitioners were excited and challenged by their online activities, they were also frustrated and pressured by lack of time, infrastructure, and resources. The practitioners' four main sources of professional learning about online teaching and learning were as follows: learning by doing; learning through work colleagues and teamwork; learning through communities of practice; and learning through formal off-the-job professional development. Organizational culture, policies, and structures played a big role in the VET practitioners' adoption and implementation of online VET. (MN)
Anmerkungen	For full text: http://www.uts.edu.au/fac/edu/rcvet/working%20papers/WP0021Schof.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC