Blended learning as a solution to practice-related problems in vocational schools

Hanne Wacher Kjærgaard; Henriette Skjærbæk Duch; Lene Mark

Blended learning as a solution to practice-related problems in vocational schools

Bidragets oversatte titel: Blended Learning som en løsning på praksisrelaterede problemer i erhvervsskolerne

Hanne Wacher Kjærgaard, Henriette Skjærbæk Duch, Lene Mark

Efter- og videreuddannelse

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning

Abstract

Four different types of vocational schools have experimented with blended learning as a way of dealing with problems faced in their students’ theoretical and practical training and the interplay between these. A large part of this has involved the need for differentiated teaching as will be illustrated through selected cases.

The foci of the cases are:
•How can students be part of school-based teaching and learning during periods of practical training?
•How can authentic practice be brought into school-based practical training?
•How may blended learning assist and support students who are otherwise challenged in terms of meeting the prescribed competence goals?

Methodologically, scenarios have been employed as a tool for defining the practice-related problems teachers meet in their practice and describing ways in which blended learning may present solutions. Subsequently, the solutions have been made more specific and contextualized and have been tested.

Bidragets oversatte titel	Blended Learning som en løsning på praksisrelaterede problemer i erhvervsskolerne
Originalsprog	Engelsk
Publikationsdato	2013
Antal sider	14
Status	Udgivet - 2013
Begivenhed	Fifth Nordic Conference on Adult Learning - Iceland University School of Education, REykjavik, Island Varighed: 4 mar. 2013 → 6 mar. 2013 Konferencens nummer: 5

Konference

Konference	Fifth Nordic Conference on Adult Learning
Nummer	5
Lokation	Iceland University School of Education
Land/Område	Island
By	REykjavik
Periode	04/03/13 → 06/03/13

Adgang til dokumentet

http://www.blendeddesigns.dk

Blended Designs
Kjærgaard, H. W. (Projektleder), Duch, H. (Projektdeltager) & Mark, L. (Projektdeltager)
01/03/12 → 01/03/13
Projekter: Projekt › Udviklingsprojekt/ Innovation

Citationsformater

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title = "Blended learning as a solution to practice-related problems in vocational schools",

abstract = "Four different types of vocational schools have experimented with blended learning as a way of dealing with problems faced in their students{\textquoteright} theoretical and practical training and the interplay between these. A large part of this has involved the need for differentiated teaching as will be illustrated through selected cases. The foci of the cases are: •How can students be part of school-based teaching and learning during periods of practical training? •How can authentic practice be brought into school-based practical training? •How may blended learning assist and support students who are otherwise challenged in terms of meeting the prescribed competence goals? Methodologically, scenarios have been employed as a tool for defining the practice-related problems teachers meet in their practice and describing ways in which blended learning may present solutions. Subsequently, the solutions have been made more specific and contextualized and have been tested.",

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T1 - Blended learning as a solution to practice-related problems in vocational schools

AU - Kjærgaard, Hanne Wacher

AU - Duch, Henriette Skjærbæk

AU - Mark, Lene

N1 - Conference code: 5

PY - 2013

Y1 - 2013

N2 - Four different types of vocational schools have experimented with blended learning as a way of dealing with problems faced in their students’ theoretical and practical training and the interplay between these. A large part of this has involved the need for differentiated teaching as will be illustrated through selected cases. The foci of the cases are: •How can students be part of school-based teaching and learning during periods of practical training? •How can authentic practice be brought into school-based practical training? •How may blended learning assist and support students who are otherwise challenged in terms of meeting the prescribed competence goals? Methodologically, scenarios have been employed as a tool for defining the practice-related problems teachers meet in their practice and describing ways in which blended learning may present solutions. Subsequently, the solutions have been made more specific and contextualized and have been tested.

AB - Four different types of vocational schools have experimented with blended learning as a way of dealing with problems faced in their students’ theoretical and practical training and the interplay between these. A large part of this has involved the need for differentiated teaching as will be illustrated through selected cases. The foci of the cases are: •How can students be part of school-based teaching and learning during periods of practical training? •How can authentic practice be brought into school-based practical training? •How may blended learning assist and support students who are otherwise challenged in terms of meeting the prescribed competence goals? Methodologically, scenarios have been employed as a tool for defining the practice-related problems teachers meet in their practice and describing ways in which blended learning may present solutions. Subsequently, the solutions have been made more specific and contextualized and have been tested.

M3 - Paper

T2 - Fifth Nordic Conference on Adult Learning

Y2 - 4 March 2013 through 6 March 2013

ER -

Blended learning as a solution to practice-related problems in vocational schools

Abstract

Konference

Adgang til dokumentet

Projekter

Blended Designs

Citationsformater