A Delphi study analysis of ICT skills in secondary vocational schools

The development of a high-quality education system is one of Malaysia's main priorities. Focus has centred on the development of experienced, competent, progressive human capital bearing high moral and ethical standards. The Education Development Master Plan (EDMP) 2006-2010 submitted by the Ministry of Education implements 22 vocational subjects (VS) in secondary schools. This is to develop vocational skills in preparing students to meet the need for skilled and semi-skilled workers after graduating high school to support economic development. This study identifies the elements of sustainability for the implementation of VS in secondary schools in Malaysia based on the strategy outlined by the International Centre for Technical and Vocational Education and Training (UNEVQC) based in Bonn, Germany. The methodology used for this study is the Delphi study. Twelve panels of experts in the field of technical and vocational education in Malaysia were involved in the study consisting of four rounds of Delphi. In the first round, interviews were conducted on a panel of experts on the basis of interview protocols. The results of these interviews showed that ICT skills are one of the elements necessary for the preservation of VS teaching in secondary schools. Subsequently a questionnaire was developed with the aid of an expert panel in the second to fourth rounds of the Delphi study. The questionnaires developed will be used by VS teachers in order to gain a perception of ICT skills in the conservation of VS teaching in secondary schools

Knowledge construction process in online learning

One of applications in online learning environment is the use of forum or discussion through online communication facilities as a learning activity. This paper focuses on the process of knowledge construction in online discussion designed to be used with mobile technology. The research participants comprised 45 postgraduate students enrolled in a research methodology course. These participants were involved in the online discussion as one of the mode of delivery for the course. Data were collected through open ended questionnaire to tap into their perceptions about online learning activity through online discussion. They were also asked to do metacognitive reflections to explain step by step on how do they make conclusion on the meaning of a specific concept from the online discussion. Data were analysed using content analysis as the means of analysis. Result of the study shows majority of respondents agreed that online discussion helps the knowledge construction process through critical examinations of other peoples idea in the discussion. Overcoming psychological barriers is one of the important aspects offered by online environment that facilitate students involvement in constructing knowledge as compared to face to face discussion. Further analysis on the learning process revealed pattern of steps used by the students in constructing the meaning through the discussion process

Learning environment and the development of student's generic skills

This study aimed to identify the influence of learning environment on the development of student's generic skills in technical institution. The research instrument consists of 16 constructs measuring six scales of learning environment and ten scales to measure student's generic skills. The instrument was administered to 147 engineering students in one polytechnic in Malaysia. Result of multiple-regression analysis showed significant contribution of four learning environment factors to the variation of generic skills among the respondents. Clarity of the program objective is the most significant predictor to the development of generic skills in this study followed by the assessment, teaching approach and, community of learning. Examining aspects that contribute to the development of student's generic skills in these four elements is important in designing a curriculum that support and promote the development of generic skills among students

A Systematic Review on Blended Learning Approach in Language Education

Technological developments have greatly influenced the current culture of life. The patterns of children growing, developing, playing, socializing and communicating have changed a lot in line with the times and the latest facilities. Now children and teenagers are closer to technology and even more comfortable learning and connecting using technology. As the main driver of national education, teachers have a major role to play in imparting knowledge in various methods and strategies that are deemed appropriate. Technology integration in the classroom has been a challenge for education systems to meet the demands of 21st century learning needs. A systematic literature review was conducted on blended learning approaches in education by analysis and synthesis. Multiple databases such as Springer Link, Taylor & Francis, Sage E-Journal and Wiley were used as search engines for related articles during the period 2017-2021. The results show that blended learning approach was mostly researched in higher education and initially focused on students. The majority of blended learning approach research is also coming from developing countries, leading to the need to make blended learning approach adoption easier in particular. Teachers, students, and institutions frequently face issues related to a lack of ICT infrastructure and specialization. The results of this study can be used to develop a plan towards blended learning approach adoption