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

Hanne Wacher Kjærgaard, Henriette Skjærbæk Duch, Lene Mark

Efter- og videreuddannelse

Research output: Contribution to conference without a publisher/journal › Paper › Research

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.

Translated title of the contribution	Blended Learning som en løsning på praksisrelaterede problemer i erhvervsskolerne
Original language	English
Publication date	2013
Number of pages	14
Publication status	Published - 2013
Event	Fifth Nordic Conference on Adult Learning - Iceland University School of Education, REykjavik, Iceland Duration: 4 Mar 2013 → 6 Mar 2013 Conference number: 5

Conference

Conference	Fifth Nordic Conference on Adult Learning
Number	5
Location	Iceland University School of Education
Country/Territory	Iceland
City	REykjavik
Period	04/03/13 → 06/03/13

Access to Document

http://www.blendeddesigns.dk

Blended Designs
Kjærgaard, H. W. (Principle researcher), Duch, H. (Co-researcher) & Mark, L. (Co-researcher)
01/03/12 → 01/03/13
Project: Development project/ Innovation

Cite this

@conference{b63d800ddf9c4860b078c93d521a686c,

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.",

author = "Kj{\ae}rgaard, {Hanne Wacher} and Duch, {Henriette Skj{\ae}rb{\ae}k} and Lene Mark",

year = "2013",

language = "English",

note = "Fifth Nordic Conference on Adult Learning, 5ncoal ; Conference date: 04-03-2013 Through 06-03-2013",

}

TY - CONF

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

Conference

Access to Document

Projects

Blended Designs

Cite this