Online Learning and the New VET Practitioner: Project Data and Methodology. Working Paper.

Autor/inn/en	Schofield, Kaye; Dryen, Robyn; 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: Project Data and Methodology. Working Paper.
Quelle	(2001), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Attitudes; Computer Literacy; Computer Uses in Education; Delivery Systems; Distance Education; Educational Attitudes; Educational Research; Educational Technology; Foreign Countries; Inservice Teacher Education; Mentors; Online Systems; Postsecondary Education; Professional Development; Research Methodology; Research Utilization; Teacher Attitudes; Teaching Methods; Technical Education; Vocational Education; Vocational Education Teachers; Australia + Suchen Sie Ihr Suchwort? Computerkenntnisse; Computernutzung; Auslieferung; Distance study; Distance learning; Fernunterricht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsforschung; Pädagogische Forschung; Unterrichtsmedien; Ausland; Lehrerfortbildung; Online; Post-secondary education; Tertiäre Bildung; Research method; Forschungsmethode; Forschungsumsetzung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Technikunterricht; Ausbildung; Berufsbildung; Ausbilder; Australien
Abstract	A research project was conducted in Australia to assess the use of and attitudes toward online learning by vocational and technical education (VET) researchers. Information was gathered from 18 (13 women and 5 men, aged between 30 and 58) participant-researchers through a workshop in Adelaide, completion of a participant profile, a structured e-mail survey, a structured telephone interview, four online focus group events, and a second workshop to discuss the working paper. The research study found that, on average, the team had 3.4 years involvement in online learning and were involved in a variety of ways. Twelve of the team were involved in the professional development or mentoring of other staff in online technologies; 9 were involved in the development of online modules and training packages; 8 were involved in online delivery; and 3 were involved in LearnScope projects. Multiple roles in online learning were the norm. Most of the subjects learned about online learning matters through colleagues with online learning expertise or discipline expertise, while a significant number learned through formal professional development programs. Six of the respondents thought all teachers could become effective facilitators of online learning, 8 did not think so, and 4 were unsure. Only 3 respondents thought that all students could learn effectively through online activities, 10 respondents did not, and 4 were unsure. Having computer skills was the most common attribute mentioned for students to learn online. Benefits of online learning were considered to be meeting the individual needs of students and promoting access to VET for disadvantaged learners. (Contains 10 tables.) (KC)
Anmerkungen	For full text: http://www.uts.edu.au/fac/edu/rcvet/working%20papers/0023Schofield.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC