View in EDS

Constructing a Blended Delivery Model for TVET: Implementing Blended Learning in the Diploma Electrician Programme at the NESC Technical Institute.

Saved in:
Bibliographic Details
Title: Constructing a Blended Delivery Model for TVET: Implementing Blended Learning in the Diploma Electrician Programme at the NESC Technical Institute.
Authors: Oscar Toney, Kofi Aaron1 ktoney@nesc.edu.tt, Seecharan, Ria1 rseecharan@nesc.edu.tt, Mohammed, Richard1 rimohammed@nesc.edu.tt
Source: Caribbean Journal of Education & Development. 2024, Vol. 1 Issue 4, p17-35. 19p.
Subject Terms: *Teacher development, *Learning management system, *Technical institutes, *Instructional systems design, *Blended learning, Alternating current circuits
Abstract: The NESC Technical Institute (NESC--TI), a non--profit institution in Trinidad and Tobago established in 1997, offers 10 technical diploma programmes. In 2021, following the COVID--19 pandemic, the institution implemented a blended model for the delivery of its suite of diploma programmes. The opportunity and drive to develop this case history, documenting implementation of the blended model, its challenges and interventions, was provided through the 6th International Conference on TVET in the Caribbean--TVET Blended Challenge, which aimed to showcase exemplary practices of blended learning in TVET. NESC--TI's implementation of a blended learning model for its electrician course on Alternating Current Circuit Properties was selected for the challenge. The institution applied a medium blend of 50% online and 50% face--to--face delivery. To support application of the blend, the Blackboard LMS and Multisim software was used. This was intended to aid self--directed active learning, aligned with a constructivist, learner--centered approach that follows the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design framework (Stapa & Mohammad, 2019). Challenges of inadequate learner devices, copyright issues, and traditional teaching were overcome through institutional resources, content assimilation, and faculty development. Despite marginal success initially, NESC--TI has adapted its evaluation process as it continues with the blended model to equip learners with AC circuit knowledge and competencies. [ABSTRACT FROM AUTHOR]
Copyright of Caribbean Journal of Education & Development is the property of University of the West Indies at Mona, Jamaica, School of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:The NESC Technical Institute (NESC--TI), a non--profit institution in Trinidad and Tobago established in 1997, offers 10 technical diploma programmes. In 2021, following the COVID--19 pandemic, the institution implemented a blended model for the delivery of its suite of diploma programmes. The opportunity and drive to develop this case history, documenting implementation of the blended model, its challenges and interventions, was provided through the 6th International Conference on TVET in the Caribbean--TVET Blended Challenge, which aimed to showcase exemplary practices of blended learning in TVET. NESC--TI's implementation of a blended learning model for its electrician course on Alternating Current Circuit Properties was selected for the challenge. The institution applied a medium blend of 50% online and 50% face--to--face delivery. To support application of the blend, the Blackboard LMS and Multisim software was used. This was intended to aid self--directed active learning, aligned with a constructivist, learner--centered approach that follows the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design framework (Stapa & Mohammad, 2019). Challenges of inadequate learner devices, copyright issues, and traditional teaching were overcome through institutional resources, content assimilation, and faculty development. Despite marginal success initially, NESC--TI has adapted its evaluation process as it continues with the blended model to equip learners with AC circuit knowledge and competencies. [ABSTRACT FROM AUTHOR]
ISSN:07996497
DOI:10.46425/cjed201044170