Questionnaires surveys were conducted to 343 students and 20 teachers from three of the largest Vocational and Professional Education and Training (VPET) institutions in Hong Kong for the identification of specific instructional strategies to derive innovative pedagogical practices for effective learning and teaching in VPET. Findings revealed that in current learning and teaching practices, lecture and the use of lecture notes were prevailing while the least conducted learning and teaching activities were e-learning / use of technology. Students preferred great flexibility, accessibility and convenience when studying. Reponses also indicated that the use of mobile devices in study became very popular. Results of this study imply that technology enhanced learning and teaching activities would benefit both teachers and students. While multiple learning channels would enable students to self-regulate their learning, there are needs to blend face-to-face teaching with e-learning or mobile learning to further enhance students' motivation and timely interaction via online social media. After all, the readiness and preparation of the teachers is another pressing issue awaiting to be addressed.
{"title":"A Cross-Institutional Study of Vocational and Professional Education and Training (VPET) Students and Teachers' Needs of Innovative Pedagogical Practices","authors":"R. Ng, Rechell Yee-Shun Lam, K. Ng, I. Lai","doi":"10.1109/ISET.2016.32","DOIUrl":"https://doi.org/10.1109/ISET.2016.32","url":null,"abstract":"Questionnaires surveys were conducted to 343 students and 20 teachers from three of the largest Vocational and Professional Education and Training (VPET) institutions in Hong Kong for the identification of specific instructional strategies to derive innovative pedagogical practices for effective learning and teaching in VPET. Findings revealed that in current learning and teaching practices, lecture and the use of lecture notes were prevailing while the least conducted learning and teaching activities were e-learning / use of technology. Students preferred great flexibility, accessibility and convenience when studying. Reponses also indicated that the use of mobile devices in study became very popular. Results of this study imply that technology enhanced learning and teaching activities would benefit both teachers and students. While multiple learning channels would enable students to self-regulate their learning, there are needs to blend face-to-face teaching with e-learning or mobile learning to further enhance students' motivation and timely interaction via online social media. After all, the readiness and preparation of the teachers is another pressing issue awaiting to be addressed.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130726331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of flipped classroom is becoming more and more popular in the field of education, however, the flipped classroom isn't creative concept. It can be referred from the three stages of open and distance education, learning from books combined with face to face coach in correspondence education, TV remote learning combined with a face to face coach in radio and television education, Online courses combined with face to face coach or online tutoring in online education. Attention and discussion of flipped classroom is inevitable historically. It's learners-centered, and its core is blended learning model. The flipped classroom is a kind of innovative practice in the field of distance education. Flipped classroom in traditional education institutions is an active exploration of society, schools and students at present. It's still in the stage of experiment. The author suggested to keep learners as the center, to adapt to the social personnel training needs, to promote blended learning model on the base of flipped classroom, rather than promoting flipped classroom indiscriminately.
{"title":"From Practice to Experiment: Development and Enlightenment of Flipped Classroom in China","authors":"Juan Shi, Song-mei Yuan, Q. Zou","doi":"10.1109/ISET.2016.24","DOIUrl":"https://doi.org/10.1109/ISET.2016.24","url":null,"abstract":"The concept of flipped classroom is becoming more and more popular in the field of education, however, the flipped classroom isn't creative concept. It can be referred from the three stages of open and distance education, learning from books combined with face to face coach in correspondence education, TV remote learning combined with a face to face coach in radio and television education, Online courses combined with face to face coach or online tutoring in online education. Attention and discussion of flipped classroom is inevitable historically. It's learners-centered, and its core is blended learning model. The flipped classroom is a kind of innovative practice in the field of distance education. Flipped classroom in traditional education institutions is an active exploration of society, schools and students at present. It's still in the stage of experiment. The author suggested to keep learners as the center, to adapt to the social personnel training needs, to promote blended learning model on the base of flipped classroom, rather than promoting flipped classroom indiscriminately.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128275641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a need for collaborative learning that promotes students' diverse interactions in online platforms. The purpose of this study is to investigate four types of interaction (social, learning, egocentric and allocentric interaction) in collaborative learning environment that based on Moodle and WeChat. The sample of this study includes 78 students (age 20-24) in China who have experience using Moodle and WeChat. The results indicate that Moodle is more suitable for learning interaction while WeChat is more suitable for social interaction. The overall interaction knowledge construction level is relatively low in two platforms. It is concluded that choosing appropriate learning platform supporting students' diverse interactions are important in online learning.
{"title":"Exploring Different Types of Interaction on Collaborative Learning in Online Platforms","authors":"Ruixue Liu, Changdi Shi","doi":"10.1109/ISET.2016.31","DOIUrl":"https://doi.org/10.1109/ISET.2016.31","url":null,"abstract":"There is a need for collaborative learning that promotes students' diverse interactions in online platforms. The purpose of this study is to investigate four types of interaction (social, learning, egocentric and allocentric interaction) in collaborative learning environment that based on Moodle and WeChat. The sample of this study includes 78 students (age 20-24) in China who have experience using Moodle and WeChat. The results indicate that Moodle is more suitable for learning interaction while WeChat is more suitable for social interaction. The overall interaction knowledge construction level is relatively low in two platforms. It is concluded that choosing appropriate learning platform supporting students' diverse interactions are important in online learning.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117311335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：