A study of Vocational and Professional Education and Training (VPET) students and teachers' preferred support for technology based blended learning

Abstract

Blended learning has been widely adopted by higher education institutions. With purpose for effective learning and teaching by allocating face-to-face contact and online time, blended learning initiates a range of pedagogical practices such as flipped and self-regulated learning, to name just a few. Effective blended learning in higher education institutions requires a good balance between theoretical lessons, online lectures and face-to-face tutorials. However, debate rests on the blended delivery for Vocational and Professional and Education Training (VPET). In VPET, a large number of hands on practices are required and it seems not possible for those to be implemented online. Although studies have revealed the potential of using blended learning for VPET delivery, the support and needs that students and teachers preferred to implement blended learning and teaching are rarely addressed. With a sample size of 343 students and 20 teachers from three of the largest VPET institutions in Hong Kong, this paper aims to identify students and teachers' preferred support for technology based blended learning. Results revealed that they would like to have supports on multiple learning channels, technology enhanced learning (TEL) and teaching resources so as to facilitate flexible and self-regulate learning and teaching. Online platform was also suggested to establish discussion, experience and materials sharing between different VPET institutions to promote community of practice. The responsibilities of learning and delegation for learning autonomous are other critical issues that need to be addressed.