02. Vocational Education and Training (VETNET)
Paper
Training of Trainers and Prevention of Musculoskeletal Disorders
Geraldine Body
Nantes université, France
Presenting Author: Body, Geraldine
Musculoskeletal disorders (MSDs) are the most widespread work-related health problems in the European Union, all professional sectors combined (de Kock & al., 2019). Faced with these risks, training has a role to play as an essential prerequisite for the implementation of sustainable prevention actions (Caroly & al., 2008). Unfortunately, most MSD prevention training struggles to produce satisfactory effects. They aim to ensure that professionals adopt safety techniques or "good gestures and good postures" developed to achieve maximum efficiency with minimum motor cost. But these safety techniques do not take into account the diversity and variability of work situations and they cannot always be respected (Denis & al., 2013; Denis & al., 2018).
One of the potential ways of improving this prevention training lies in training that would allow trainees to identify the characteristics of risky situations as well as the means of preventing them (Verdier, 2010). To this end, the video offers the possibility of observing and analyzing work situations to both identify the risks and to collectively discuss the resources to be deployed in the activity to prevent these risks, such as know-how prudence or efficient know-how that target joint prevention and performance objectives (Ouellet & Vezina, 2009).
However, this type of video training requires trainers to transform their activity. Indeed, for trainers who have not received training as trainers and who prescribe to their trainees a single operating procedure for each gesture, which must be precisely respected, integrating MSD prevention into their teaching requires them to appropriate new training content oriented towards risk prevention, being able to lead discussions based on videos about advantages and disadvantages of the different operating procedures for performance and prevention, and finally, being able to approach the variability of these operating procedures as a means of preventing MSD risks without neglecting performance.
As part of a process of designing videos for saddler-harnessers training that integrate musculoskeletal disorder risk prevention (Body & al., 2020; Body, 2022), our proposal aims to show how a collaborative and iterative process based on the articulation of a variety of interview techniques bringing together saddler-trainers with different levels of experience and expertise in the trade, enables these professionals to transform their representations of the etiology of MSDs, their relationship to pain at work and in training, and their activity as trainers.
Methodology, Methods, Research Instruments or Sources UsedOur corpus is made up of transcripts of individual self-confrontation, collective allo-confrontation interviews (Mollo & Falzon, 2004) and co-explanation interviews (Vinatier, 2010) conducted throughout the video design process. Depending on the techniques and the moments of the process, they brought together groups of 3 to 13 saddler-trainers composed of beginners, experienced people and experts. These interview techniques are known to allow the researcher to identify the content of the work and the knowledge mobilized to accomplish it, but also to have formative effects. They facilitate awareness of the knowledge mobilized in the action, putting it into words and the construction of collective knowledge (Mollo & Falzon, 2004) or to allow the acceptability of practices to be judged within the collectives (Nascimento & Falzon, 2014).To identify these formative effects, these transcripts were analyzed with a clinical approach (Clot & Leplat, 2005; Rochex, 2010). The categories of analysis, constructed as the analysis progressed, are organized around questions of health at work and in training: origins of MSDs, relationship to pain, criteria for observing the implementation of professional gestures, possibilities for action by trainers to prevent risks.
Conclusions, Expected Outcomes or FindingsThe results of our analyses show that the transformations in the representations of saddler-trainers concern several objects. First of all, they concern the recognition of the phenomenon of MSDs as an occupational disease, which also concerns saddler-trainers and not only professionals subject to the carrying of heavy loads. Thus, transformations in the representations of the etiology of these disorders are also present. From a representation centered exclusively on biomechanical factors (repetition of movements, force to be applied), the saddler-trainers integrate psychological factors such as well-being at work. The relationship with pain is also changing for some. Initially seen as an obligatory part of learning the saddler's gestures, pain is now considered as a warning sign of the risk of MSDs, especially if it persists beyond the initial training period. Finally, the saddler-trainers also project themselves into a training model that is less focused on the transmission of a single operating procedure. They see their role as mediators who can use the video as a space for developing the trainees' reflexivity about their postures and movements to promote the conceptualization of the action.
ReferencesBody, G. (2022). Conception de vidéoformation pour le développement des gestes professionnels : une approche de didactique professionnelle. [thèse de doctorat, Nantes Université]. Thèse.fr https://www.theses.fr/2022NANU2019
Body, G., Vidal-Gomel, C. & Simonet, P. (2020). Engagement du corps et prévention des troubles musculosquelettiques dans la co-conception d’une formation initiale au métier de sellier. Les Sciences de l'éducation - Pour l'Ère nouvelle, 53, 77-102. https://doi.org/10.3917/lsdle.534.0077
Caroly, S., Coutarel, F., Escriva, E., Roquelaure, Y., Schweitzer, J.M., & Daniellou, F. (2008). La prévention durable des TMS : Quels freins ? Quels leviers d’action ?. PACTE ; ANACT ; LEEST ; Equipe d’Ergonomie Bordeaux. https://halshs.archives-ouvertes.fr/halshs-00373778/
Clot, Y. & Leplat, J. (2005). La méthode clinique en ergonomie et en psychologie du travail. Le travail humain, 68(4), 289-316. https://doi.org/10.3917/th.684.0289
Denis, D., Lortie, M., Plamondon, A., St-Vincent, M., Gonella, M., & Irsst, G. (2013). Proposition d'une définition de la compétence en manutention et impacts sur la formation. Le travail humain, 76(2), 129-153. https://doi.org/10.3917/th.762.0129
Denis, D., Gonella, M., Comeau, M., & Lauzier, M. (2018a). Pour quelles raisons la formation aux techniques sécuritaires ne fonctionne-t-elle pas ? Revue critique de littérature. (R-1013). IRSST. https://www.irsst.qc.ca/publications-et-outils/publication/i/100981/n/raisons-formation-techniques-securitaires-manutention-revue-critique-litterature
de Kock, J., Vroonhof, P., Snijders, J., Roullis, G. Clarke, M., Peereboom, K., van Dorst, P. & Isusi, I. (2019). Work-related musculoskeletal disorders: prevalence, costs and demographics in the EU. (ISSN: 1831-9343). European agency for safety and health at work. https://osha.europa.eu/en/publications/msds-facts-and-figures-overview-prevalence-costs-and-demographics-msds-europe
Mollo, V., & Falzon, P. (2004). Auto-and allo-confrontation as tools for reflective activities. Applied ergonomics, 35(6), 531-540. http://dx.doi.org/10.1016/j.apergo.2004.06.003
Nascimento, A., & Falzon, P. (2014). Jugement différentiel d'acceptabilité et cultures de sécurité en radiothérapie. Le travail humain, 77(4), 325-349. https://doi.org/10.3917/th.774.0325
Ouellet, S., & Vézina, N. (2009). Savoirs professionnels et prévention des TMS: portrait de leur transmission durant la formation et perspectives d’intervention. Perspectives interdisciplinaires sur le travail et la santé, 11(2), 1-42. https://doi.org/10.4000/pistes.2251
Rochex, J. Y. (2010). Approches cliniques et recherche en éducation. Questions théoriques et considérations sociales. Recherche et formation, 65, 111-122. https://journals.openedition.org/rechercheformation/165
Verdier, E. (2010). Petites entreprises et jeunes salariés de la réparation automobile : le rôle de la formation initiale dans la prévention des risques professionnels. Formation Emploi, 111, 67-83. https://doi.org/10.4000/formationemploi.3111
Vinatier, I. (2010). L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable ». Recherches en éducation, Hors-série n°1, 111-229. http://www.recherches-en-education.net/IMG/pdf/REE-HS-no1.pdf#page=111
02. Vocational Education and Training (VETNET)
Paper
Quality Criteria for Development of Teacher Education Schools in VET by a Symbiotic Learning Model
Ann Lisa Sylte, Hilde Hiim, Olav Eikeland
OsloMet University, Norway
Presenting Author: Sylte, Ann Lisa;
Hiim, Hilde
In Norwegian teacher education a new reform was initiated in 2017 aiming at developing what is called “Teacher Education Schools” (The Ministry of Knowledge, 2017). Both previous experiences and methodological and epistemological arguments have long pointed in this direction (Darling-Hammiond, 2006; Eikeland, 2012a). The aim is to strengthen the quality of student teachers’ placement periods and teaching practice in schools, to stimulate cooperation on research and development, and to strengthen the professional relevance and quality of teacher education and the institutions.
A professionally relevant education can be defined as being characterized by a close coherence between content and tasks in the profession and the educational content. Such education is largely in accordance with the competence demands of the profession (Hiim, 2017; Sylte 2020). There’s a multitude of research indicating that insufficient professional relevance is a challenge in teacher education as well as in professional education in other areas. One of the reasons seems to be that collaboration between educational institutions and professional workplaces is not sufficiently developed (Canrinus et al., 2015; Heggen & Smedby, 2015; Hiim, 2013; Sylte, 2020; Young, 2004).
The regional education authorities in Oslo and Viken and a group of researchers in the Department of vocational teacher education at the OsloMet University developed an Action research project (LUSY), aimed at developing vocational teacher education schools with three vocational upper secondary schools (VET), funding from the Norwegian Research Council. The aim is to develop a binding and lasting cooperation between the schools and OsloMet to create the best possible vocational teacher education and VET. The intention is to form binding and lasting cooperative structures between VET and OsloMet University, on the education of vocational teachers through a symbiotic learning model. The focus in this paper is:
How can cooperations between a university, schools and companies help develop relevant quality criteria for Teacher Education Schools in VET through a symbiotic learning model?
The project is based on a holistic, multi-dimensional understanding of knowledge where professional knowledge have many forms. Much research on VET is based on a concept of competence that is frequently defined as a holistic set of knowledge, skills and attitudes applied to solve specific tasks (Koenen et al., 2015; White Paper 28, 2015-2016). However, the use of the concept of competence in VET is often unclear and varies (Lester & Religa, 2017). A main issue in the project is to show how professional knowledge is constituted, and how the organization of collaboration between educational institutions and fields of practice can strengthen by developing a symbiotic learning model (Eikeland, 2012a). The idea is to collaboratively develop a new infrastructure between VET and OsloMet that will facilitate continuous mutual learning and quality development for both parts. This infrastructure will gradually include relevant workplaces with vocational interns in placements connected with the schools and the department of vocational teacher education.
This involves development of an organizational and didactic learning model for cooperation between educational institutions and fields of practice. The model is based on the concept of "symbiotic learning structure" which emphasizes learning through the collective element and closer cooperation between educational institution, school and working life as a lifelong learning perspective (Eikeland, 2012a). The purpose is quality assurance of criteria for what is needed to become a Teacher Education School through the development of such a new infrastructure.
Epistemological analyses of professional knowledge based on pragmatic approaches pose the theoretical framework of the project (Eikeland, 2008; Dreyfus & Dreyfus, 1987; Schøn, 1983; Sennett, 2008). Connections between theories of professional knowledge, organizational learning, and professional didactics will be investigated (Eikeland, 2012a; Hiim, 2017; Sylte, 2020).
Methodology, Methods, Research Instruments or Sources UsedThe project will mainly be carried out as action research, led by the authors of this paper. Action research means that research and development are integrated in social, organizational, or educational “experiments” or development projects (McNiff & Whitehead, 2006). The approaches to action research that will be used in this project are built on pragmatic and partly critical epistemology (Eikeland, 2012b; Hiim, 2010). Action research implies that knowledge is developed through collaborative and systematically documented processes of planning, carrying out, reflection and evaluation between teacher education institution, schools and companies. Action research requires voluntary participation by all people concerned in different phases of work.
Project startups have been planned in collaboration with the leaders and unions of the two schools and the leaders of the vocational teacher education program. The plan has been to start with a dialogue conference, where those directly concerned and referred to each other for finding and implementing solutions have the opportunity to discuss the task of educating vocational teachers (Eikeland 2012b). The aim is to facilitate the development of a beginning common understanding. The dialogue will make it possible to see how different parties and Aconceive today’s situation concerning cooperation on vocational teacher education. It will also be important to discuss and plan what different participants can do to strengthen the cooperation and contribute to a relevant education.
A dialogue conference usually produces plans for improvement and sub-projects conducted by groups of colleagues and stakeholders who need and see the use of collaboration. The plan is to institutionalize dialogue conferences and other permanent dialogical spaces where temporary sub-projects and collaborative colleagues and stakeholders present share and discuss their experiences. Results of project work is shared and plans for further work can be made. The aim is to stimulate collective learning and to facilitate systematic, continuous, documented development processes. This will contribute to a vocational teacher education as well as vocational education that cohere with the professional and vocational tasks and meet the needs of professional and vocational competence. The project is organized in four sequences with systematic planning, carrying out, evaluating, data collection and documentation. Documentation from conferences and sub projects (plans, logs, reports, etc.) will be the documentation basis in the project.
Conclusions, Expected Outcomes or FindingsConcerning development results, we expect new and more structured forms of collaboration (institutionalized infrastructure) between our vocational teacher education institution, VET and companies. The structures may concern collaboration between teacher educators, practice teachers and instructors in specific educational programs. More structured cooperation is also needed on placement periods in schools and companies for vocational student teachers and placement in firms for vocational students. The same goes for contents or parts of the contents in vocational teacher education and VET. By development of these collaborative structures, it is also expected to develop relevant quality criteria for Teacher Education Schools in VET through a symbiotic learning model.
Formal qualification courses for practice teachers could be another issue, as well as other courses as vocational development in the schools. For example, the tentative results point to the need for a new formal qualification course for practice teachers that focuses on comprehensive vocational teacher competence. More structured cooperation through research- and development projects is also initiated.
One of the most important issues is to develop meeting places that make collaboration possible, and create space for collective reflection, planning and trying out new ideas of relevant content, and collective learning through a symbiotic learning model.
The results are closely related to the development processes and results. Development- and research processes in the project as a whole and in sub projects will result in new practical results and documented knowledge on possibilities and challenges concerning collaborative structures and content between institutions of vocational teacher education, VET, and companies on relevant education. That leads to a symbiotic learning model where relevant quality criteria for Teacher Education Schools in VET will be developed.
ReferencesCanrinus, E. T., Bergem, O. K., Klette, K. & Hammerness, K. (2015). Coherent teacher
education programmes: Taking a student perspective. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2015.1124145
Darling-Hammond, L. (Ed.). (2006). Professional development schools—schools for developing a profession. Teacher’s College Press.
Dreyfus, H. L. & Dreyfus, S. E. (1986). Mind over Machine: The Power of human intuition
and expertice in the era of the computer. Free press.
Eikeland, O. (2012a). Symbiotic Learning Systems: Reorganizing and Integrating Learning
Efforts and Responsibilities Between Higher Educational Institutions (HEIs) and Work Places. Journal of the Knowledge Economy. Springer. DOI 10.1007/s13132-012-0123-6
Eikeland, O. (2012b). Action research and organisational learning—a Norwegian approach to
doing action research in complex organisations. Educational Action Research Journal, 20(2), 267–290. DOI: 10.1080/09650792.2012.676303
Heggen, K., Smeby J.-C. & Vågan, A. (2015). Coherence: A longitudinal approach. I J.-C.
Smedby & M. Suthpen (red.), From Vocational to professional Education (s. 70–88). Routledge.
Hiim, H. (2010). Pedagogisk aksjonsforskning [Educational action research]. Gyldendal
Akademisk.
Hiim, H. (2013). Praksisbasert yrkesutdanning [Practice based vocational education].
Gyldendal Akademisk.
Hiim, H. (2017). Ensuring Curriculum Relevance in Vocational Education and Training:
Epistemological Perspectives in a Curriculum Research Project aimed at Improving the Relevance of the Norwegian VET. International Journal for Research in Vocational Education and Training (IJRVET).Vol. 4 no.1 pp. 1-19. http://dx.doi.org/10.13152/IJRVET.4.1.1
Koenen, A.-K., Dochy, F. & Berghmans, I. (2015). A phenomenographic analysis of the
implementation of competence-based education in higher education. Teaching and Teacher Education. Vol. 50 pp. 1-12. https://doi.org/10.1016/j.tate.2015.04.001
Kunnskapsdepartementet (2017). Lærerutdanning 2025.
Lester, S. & Religa, J. (2017). Competence` and occupational standards: observation from six European countries. Education and Training. Vol. 59 (2), pp. 201-214.
DOI: 10.1108/ET-01-2018-0024
McNiff, J. & Whitehead, J. (2006). All you need to know about Action Research
Sage Publications.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sennet, R. (2008). The Craftsman. Penguin Books.
Sylte, A. L. (2020). Predicting the Future Competence Needs in Working Life: Didactical
Implications for VET. International Journal for Research in Vocational Education and Training, 7(2), 167–192. https://doi.org/10.13152/IJRVET.7.2.3
White paper nr. 28 (2015-2016). Fag – Fordypning – Forståelse — En fornyelse av
Kunnskapsløftet https://www.regjeringen.no/no/dokumenter/meld.-st.-28-20152016/id2483955/
Young, M. (2004). Conceptualizing vocational knowledge. Some theoretical considerations.
In H. Rainbird, A. Fuller & A. Munro (Ed.), Workplace learning in context (pp. 186-200). Routledge.
02. Vocational Education and Training (VETNET)
Paper
"Blending 4 Futures": A Teacher Training Course in Blended Learning for Vocational Teachers, Based on Design-Research
Anja Augsdörfer2, Marc Casper1, Anna van Meegen1
1Humboldt-Universität zu Berlin, Germany; 2Universität Hamburg, Germany
Presenting Author: Augsdörfer, Anja;
Casper, Marc
In 2022, Berlin`s regional teacher training institution started a voluntary course in blended learning for vocational schools. Members of Humboldt-University joined with further education multipliers for digitalization to develop this course as an educational design research project (cf. McKenney/Reeves 2018, see "Methodology"), tailored to teacher's needs and the status quo in vocational schools in Berlin, Germany. This paper will delineate the development and evaluation of this training, with a special focus on mapping the diverse types and forms of knowledge (cf. Goldkuhl 2020; Johannesson/Perjons 2014) which informed both the design and the theoretical understanding obtained from it.
The demand for such a teacher training was based on lessons learned during the COVID19 pandemic's lockdowns and emergency remote teaching (cf. Hodges et al. 2020). Evidently, online learning environments and digital media allow for new educational settings with the potential to increase and innovate learning effects (cf. Müller/Mildenberger 2021). However, technologies and the respective legislatures are developing at a rapid pace (e.g. the European Data Protection Regulation, https://gdpr.eu/), so teachers on-the-job need further training to acquire "an increasingly broad and more sophisticated set of competences" (cf. the European DigiCompEdu framework, Redecker 2017, p. iv). Also, current generations of learners use media in very different ways and for very different objectives than their teachers do (cf. Khan/Vuopala 2019; Feierabend et al. 2017), calling for a reflection and redefinition of media competences for both groups. Focusing on vocational education, "new work" increasingly relies on digital media and specific vocational competences (cf. Rafiola et al. 2020), which cannot be expected to be covered by current curricula yet.
At the same time, a number of challenges considering online learning have been discovered. It has been evident throughout the COVID19 pandemic that on-site teaching still has substantial advantages over online teaching. Particularly, schools serve custodial and social functions: They offer students a range of possibilities to meet with and emotionally grow among peers in complex social situations. Also, schools supervise learners on behalf of parents and other custodians. This "baby sitter" function, as Wall (1978) put it cynically, is a socioeconomic prerequisite for most families to partake in work life (as experienced by many in a very stressful way during COVID19 lockdowns). Goudeau et al. (2021) summarize how school closures and remote teaching with predominantly digital resources exacerbated social class disparities in three ways: the digital divide (learners` unequal access to digital resources, tools and skills), the cultural divide (unequal familiarity with academic knowledge and skills; unequal dispositions for autonomy and self-regulation), and the structural divide (unequal support of learners from schools). In addition, concerning vocational education with its many lab and workshop settings, hands-on and on-site learning are still understood to be indispensable for the development of practical work skills, which in turn have an effect on students' employability.
In consequence, it is not "pure" online learning but deliberate "blended learning" which is of considerable importance for vocational schools, teachers and learners. "Blended learning" can be defined as "a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home." (Staker/Horn 2012, p. 3) Teachers who want to develop blended learning programs then need some specific competences, which both include and exceed the respective competences for online and on-site elements of their programs. The design research project "Blending 4 Futures" aimed at identifying such competences while developing a suitable teacher training course, as shown in the "Findings" section.
Methodology, Methods, Research Instruments or Sources UsedAs educational design research aims to combine a specific "maturing intervention" with general "theoretical understanding" (cf. McKenney/Reeves 2018), the course development was conducted as an agile, iterative process based on collaborative work and formative feedback. In a "practice what you preach" approach to blended learning, both the development process and the final course deliberately blended online and on-site activities. The participating teachers learned how to develop blended learning programs for their respective target groups of students of different vocations, while partaking in a blended learning training format themselves. Thus, participating teachers could experience blended learning both from the perspectives of learners and of developers. In effect, trainers, researchers and participants constantly reflected on conditions, factors and principles of successful blended learning, in an agile mindset of (re-)designing the course as it progressed.
Inspired by Sandovals (2014) concept of "conjecture mapping" for design research, a "knowledge map" was created to illustrate the various types and forms of knowledge informing the design and being obtained from it as in- and outflows. Data for this was collected via desktop research, document analysis, and formative and summative feedbacks both during design meetings (concerning the involved teacher trainers) and during training sessions (concerning the participating teachers). As a learning management system, Berlin's central Moodle platform "Lernraum Berlin" was used, offering the developers diverse tools for collaboration and evaluation, such as etherpads, video calls and anonymized survey tools.
McKenney/Reeves (2018) propose a three phase process model with iterations for educational design research. This model was referenced to structure both the design project and the "knowledge map" as one of its results. These phases are 1. "Analysis and Exploration", 2. "Design and Construction", and 3. "Evaluation and Reflection", plus a parallel dimension of increasing (4.) "Implementation and Spread". Depending on the phases, the types and forms of knowledge varied and where differentiated according to the typologies of Goldkuhl (2020) and Johannesson/Perjons (2014). For example, during "Analysis and Exploration", relevant knowledge tended to be "explicit" in the form of published literature and "embodied" in the form of participants' teaching experience and best practice. During "Evaluation and Reflection", though, relevant knowledge tended to be "embedded" in the form of design artefacts, such as blended learning concept documents, learning management system courses, and teaching materials/learning media.
Conclusions, Expected Outcomes or FindingsIn line with McKenney/Reeves (2018), the project results include both the realized designs and theoretical understanding, especially transferrable design principles. The prototypical design includes a written concept, a "navigator" visualizing the events-and-tasks structure of the course, and the rexpective learning media. The format of the written concept can be understood as an emerged standard template for blended learning in vocational schools, which was also applied by the participating teachers in order to develop their own blended learning prototypes for students. The parameters of this template are:
1) (Working) Title of the program (foreshadowing both content and methods)
2) Curriculum Context (when and why to teach)
3) Learning Objectives (integrating vocational and media competences)
4) Vocational Core (vocational problems, processes and products learners will encounter)
5) Progression Concept (events-and-tasks-structures as well as the logic of transitions between elements)
6) Supervision Concept (supportive moderating, coaching, social and custodian activities)
7) Lessons Learned and Development Ideas (incorporating an ongoing re-design of the concept based on teaching experience and student feedback)
The authors conclude that the two conceptual factors "Progression Concept" and "Supervision Concept" with their respective competences are the distinguishing factors of a specific "blended learning competence", surpassing those media and methods competences which teachers already need for "pure" online or on-site education. When deliberately blending online and on-site education, new challenges of progression and transition emerge, such as: how to transfer outcomes of online activities to on-site activities, how to arrange and communicate mandatory and self-organized elements etc. Challenges of supervision arise from attendance legislature (especially supervision in labs and workshops), e-moderating (cf. Salmon 2011, p. 60ff), communication and feedback needs, differentiated support needed to reduce socioeconomic inequalities, etc. “Progression" and "supervision" thus hint at specific challenges (and design principles) which distinguish blended learning in vocational schools from other educational settings.
ReferencesFeierabend, Plankenhorn, and Rathgeb (2017), JIM 2017. Jugend, Information, (Multi-)Media. Basisstudie zum Medienumgang 12- bis 19-Jähriger in Deutschland, mpfs, Stuttgart.
GDPR - General Data Protection Regulation: https://gdpr.eu/
Goldkuhl, Göran (2020): Design Science Epistemology. A pragmatist inquiry. In: Scandinavian Journal of Information Systems 32 (1), Paper 2. Online: https://aisel.aisnet.org/sjis/vol32/iss1/2.
Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A., & Darnon, C. (2021). Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature Human Behaviour, 5 (10), 1273-1281.
Johannesson, Paul; Perjons, Erik (2014): An Introduction to Design Science. Cham: Springer.
Khan, F., & Vuopala, E. (2019). Digital competence assessment across generations: A finnish sample using the digcomp framework. International Journal of Digital Literacy and Digital Competence (IJDLDC), 10 (2), 15-28.
McKenney, Susan; Reeves, Thomas C. (2018): Conducting educational design research. 2. Ed. London, New York: Routledge Taylor & Francis Group.
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394.
Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (iJET), 15 (8), 71-82.
Redecker, Christine (2017): European framework for the digital competence of educators. DigCompEdu. (Ed. Yves Punie) Luxembourg: Publications Office of the European Union.
Reinmann, Gabi (2011): Blended Learning in der Lehrerausbildung: Didaktische Grundlagen am Beispiel der Lehrkompetenzförderung. In: Seminar (3), p. 7–16.
Salmon, Gilly (2011): E-moderating. The key to online teaching and learning. 3. Ed. London: Routledge.
Sandoval, William (2014): Conjecture Mapping. An Approach to Systematic Educational Design Research. In: Journal of the Learning Sciences 23 (1), p. 18–36. DOI: 10.1080/10508406.2013.778204.
Staker, Heather; Horn, Michael B. (2012): Classifying K–12 Blended Learning. Hg. v. Innosight Institute, Inc.
Hodges, Charles; Moore, Stephanie; Lockee, Barb; Trust, Torrey; Bond, Aaron (2020): The Difference Between Emergency Remote Teaching and Online Learning. Online: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (23.09.2020).
Wall, Donald G. (1978): Minimizing the Custodial Function of the School. In: NASSP Bulletin 62 (416), S. 41–48.
|
