Digital readiness of VET schools

Anna Stefanowicz-Kocoł; Aneta Grochowska

doi:10.55225/hcs.410

Autor

Anna Stefanowicz-Kocoł Akademia Nauk Stosowanych w Tarnowie, Wydział Humanistyczny https://orcid.org/0000-0002-8241-9117
Aneta Grochowska Akademia Nauk Stosowanych w Tarnowie, Wydział Ochrony Zdrowia https://orcid.org/0000-0002-1371-7655

DOI:

https://doi.org/10.55225/hcs.410

Słowa kluczowe:

e-learning, gotowość cyfrowa, gotowość do autonomii, edukacja

Abstrakt

Pojęcie gotowości cyfrowej cieszy się coraz większym zainteresowaniem w obszarze edukacji. Jest to spowodowane niedawną zmianą praktyk edukacyjnych wywołaną pandemią COVID-19. Artykuł ma na celu zdefiniowanie i zbadanie cyfrowej gotowości szkół zawodowych (Vocational Education and Training - VET) do digitalizacji nauczania i wyodrębnienie obszarów, które wymagają wsparcia dodatkowymi narzędziami i metodologią. W tym celu przeanalizowano problemy występujące w wybranych średnich szkołach zawodowych.
W artykule podsumowano badania przeprowadzone wśród nauczycieli szkół średnich w pięciu krajach. Analizie poddano zarówno techniczne aspekty procesu edukacyjnego (np. jakość sprzętu, niezawodność połączenia Internetowego, dostęp do oprogramowania edukacyjnego), jak i związane z nim umiejętności (np. korzystanie z oprogramowania edukacyjnego, zdolność dostępu i adaptacji zasobów online/cyfrowych, zdolność wprowadzać nowe metody i strategie lub dostosowywać już istniejące). Okazało się, że zidentyfikowane w trakcie badania obszary problemowe były zależne od kraju. Jednak najczęściej wymieniane trudności dotyczyły braku narzędzi motywujących i autonomizujących uczniów, dostępu do sprzętu i szerokopasmowego łącza, i były udziałem nauczycieli z większości krajów biorących udział w badaniu.

Statystyka pobrań

Statystyki pobrań nie są jeszcze dostępne

Bibliografia

Carretero S., Vuorikari R., Punie Y., DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use, EUR 28558 EN, 2017, doi: 10.2760/38842. Google Scholar

Cattaneo A.P., Rauseo M., How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors, “Computers and Education” 2022, no. 176, doi: 10.1016/j.compedu.2021.104358. DOI: https://doi.org/10.1016/j.compedu.2021.104358 Google Scholar

Chowkase A.A., Datar K., Deshpande A., Khasnis S., Keskar A., Godbole S., Online learning, classroom quality, and student motivation: Perspectives from students, teachers, parents and program staff, “Gifted Education International” 2021, vol. 38, no. 1, pp. 74–94, doi: 10.1177/02614294211060401. DOI: https://doi.org/10.1177/02614294211060401 Google Scholar

Cirocki A., Anam S., Retnaningdyah P., Readiness for autonomy in English language learning: The case of Indonesian high school students, “Iranian Journal of Language Teaching Research” 2019, vol. 7, no. 2, pp. 1–18. Google Scholar

Cirocki A., Developing Learner Autonomy through Tasks: Theory, Research, Practice, Halifax 2016. Google Scholar

Cullinan J., Flannery D., Harold J., Lyons S., Palcic D., The disconnected: COVID-19 and disparities in access to quality broadband for higher education students, “International Journal of Educational Technology in Higher Education” 2021, vol. 18, no. 26, doi: 10.1186/s41239-021-00262-1. DOI: https://doi.org/10.1186/s41239-021-00262-1 Google Scholar

Doolan D.C., Mehigan T.J, Tabirca S.J., Pitt I.J., Cross platform m-learning for the classroom of tomorrow, [in:] Wireless Technologies: Concepts, Methodologies, Tools and Applications, IGI Global, Hershey, PA 2013, pp. 2042–2059. DOI: https://doi.org/10.4018/978-1-61350-101-6.ch806 Google Scholar

Dörnyei Z., Motivational Strategies in the Language Classroom, Cambridge 2001. DOI: https://doi.org/10.1017/CBO9780511667343 Google Scholar

Dörnyei Z., Teaching and Researching Motivation, Cambridge 2001. DOI: https://doi.org/10.1075/hop.5.mot1 Google Scholar

Dörnyei Z., The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, Mahwah, NJ 2005. DOI: https://doi.org/10.1075/aila.19.05dor Google Scholar

El-Seoud M.S.A., Taj-Eddin I.A.T.F., Seddiek N., El-Khouly M.M., Nosseir A., E-Learning and students’ motivation: A research study on the effect of e-learning on higher education, “International Association of Online Engineering” 2014, vol. 9, no. 4, pp. 20–26, doi: 10.3991/ijet.v9i4.3465. DOI: https://doi.org/10.3991/ijet.v9i4.3465 Google Scholar

Erarslan A., Şeker M., Investigating e-learning motivational strategies of higher education learners against online distractors, “Online Learning” 2021, vol. 25, no. 2, pp. 262–279, doi: 10.24059/olj.v25i2.2252. DOI: https://doi.org/10.24059/olj.v25i2.2252 Google Scholar

Feldman R., Child Development, Upper Saddle River, NJ 2010. Google Scholar

Foo C., Cheung B., Chu K.-M., A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic, “BMC Medical Education” 2021, vol. 21, no. 1, article no. 141. DOI: https://doi.org/10.1186/s12909-021-02575-1 Google Scholar

Goulãoa M., Menedez M.C., Learner autonomy and self-regulation in eLearning, “Procedia: Social and Behavioral Sciences” 2015, vol. 174, pp. 1900–1907, doi: 10.1016/j.sbspro.2015.01.853. DOI: https://doi.org/10.1016/j.sbspro.2015.01.853 Google Scholar

Grace G., Education and the City: Theory, History and Contemporary Practice, New York 2013. DOI: https://doi.org/10.4324/9780203716205 Google Scholar

Iravani M., Nasab M.B., Bahmaei H., Ghanbari S., Mohaghegh Z., Siahkal S.F., The level of satisfaction and quality of e-learning in medical universities of Iran during the epidemic of COVID-19, “Journal of Education and Health Promotion” 2022, vol. 11, pp. 1–9, doi: 10.4103/jehp.jehp_1555_20. Google Scholar

Leon I., Sagarna M., Mora F., Otaduy, J.P., BIM application for sustainable teaching environment and solutions in the context of COVID‐19, “Sustainability” 2021, vol. 13, no. 9, article no. 4746, doi: 10.3390/su13094746. DOI: https://doi.org/10.3390/su13094746 Google Scholar

Nasution A.H., Murakami Y., Ishida T., Designing a collaborative process to create bilingual dictionaries of Indonesian ethnic languages, [in:] Proceedings of the Eleventh International Conference on Language Resources and Evaluation (LREC 2018), European Language Resources Association (ELRA), Miyazaki, Japan 2018. Google Scholar

Nurhayati E., Rizaldi D.R., Fatimah Z., The effectiveness of project-based learning with the blended learning system to improve 21st century skills during the COVID-19 pandemic, “Journal Scientia” 2020, vol. 9, no. 2, pp. 46–52. Google Scholar

OECD, Education at a Glance 2021: OECD Indicators, Paris 2021, doi: 10.1787/b35a14e5-en. DOI: https://doi.org/10.1787/b35a14e5-en Google Scholar

Papanikolaou K., Boubouka M., Promoting collaboration in a project-based e-learning context, “Journal of Research on Technology in Education” 2010, vol. 43, no. 2, pp. 135–155. DOI: https://doi.org/10.1080/15391523.2010.10782566 Google Scholar

Park S., Kim S., Is sustainable online learning possible with gamification? The effect of gamified online learning on student learning, “Sustainability” 2021, vol. 13, article no. 4267, pp. 1–12, doi: 10.3390/su13084267. DOI: https://doi.org/10.3390/su13084267 Google Scholar

Revelle W., Wilt J., Condon D.M., Individual differences and differential psychology: A brief history and prospect, [in:] T. Chamorro-Premuzic, S. von Stumm, and A. Furnham (eds.), The Wiley-Blackwell Handbook of Individual Differences, Oxford 2011, pp. 3–38. Google Scholar

Saba F., Theories of distance education: Why they matter, “New Directions for Higher Education” 2016, vol. 173, pp. 21–30, doi: 10.1002/he.20176. DOI: https://doi.org/10.1002/he.20176 Google Scholar

Saleem F., AlNasrallah W., Malik M.I., Rehman S.U., Factors affecting the quality of online learning during COVID-19: Evidence from a developing economy, “Frontiers in Education” 2022, vol. 7, article no. 84751, pp. 1–13, doi: 10.3389/feduc.2022.847571. DOI: https://doi.org/10.3389/feduc.2022.847571 Google Scholar

Sönmez G., How ready are your students for autonomous language learning?, “Turkish Online Journal of English Language Teaching” 2016, vol. 1, no. 3, pp. 126–134. Google Scholar

Spiridonova S., Karpushova O., Psychological readiness of students for joint activity as autonomous actors, [in:] Parpha Proceedings: VI International Forum on Teacher Education, 2020, pp. 2429–2440, doi: 10.3897/ap.2.e2429. DOI: https://doi.org/10.3897/ap.2.e2429 Google Scholar

Thang S.M., Alias A., Investigating readiness for autonomy: A comparison of Malaysian ESL undergraduates of three public universities, “Reflections on English Language Teaching” 2007, vol. 6, no. 1, pp. 1–18. Google Scholar

Vanslambrouck S., Zhu Ch., Pynoo B., Lombaerts K., Tondeur J., Scherer R., A latent profile analysis of adult students’ online self-regulation in blended learning environments, “Computers in Human Behavior” 2019, vol. 99, pp. 126–136, doi: 10.1016/j.chb.2019.05.021. DOI: https://doi.org/10.1016/j.chb.2019.05.021 Google Scholar

Yıldırım Ö., Turkish EFL learners’ readiness for learner autonomy, “Journal of Language and Linguistic Studies” 2008, vol. 4, no. 1, pp. 65–80. Google Scholar

Yuliani Y., Lengkanawati N.S., Project-based learning in promoting learner autonomy in an EFL classroom, “Indonesian Journal of Applied Linguistics” 2017, vol. 7, no. 2, pp. 285–293. DOI: https://doi.org/10.17509/ijal.v7i2.8131 Google Scholar