建構超市電子化學習課程系統－以“水產品作業流程”爲例

This study aims to systematically review and analyze the integration of fourth industrial revolution (IR 4.0) technologies into technical and vocational education and training (TVET) through on-the-job training (OJT), focusing on key themes such as skills development in the digital age, workforce productivity, relevance of IR 4.0 technologies, and the role of OJT in TVET. Additionally, it seeks to identify the challenges and best practices associated with this integration, offering actionable insights for policymakers, educators, and industry stakeholders to enhance skills development and workforce adaptability in the context of the IR 4.0. A systematic literature review was conducted to understand the multifaceted challenges and opportunities surrounding OJT programs within TVET institutions. Given TVET’s vital role in equipping individuals with workforce-relevant skills, optimizing OJT programs is crucial for meeting modern industry demands. The PRISMA framework guided the review, using advanced search techniques on databases such as Scopus, ERIC, and IEEE, leading to the analysis of 35 primary sources. The review addressed areas including the adaptation of training to modern technologies, labor market outcomes, innovative practices for competency development, and ensuring equity and access in vocational training. It identified best practices, highlighted knowledge gaps, and provided recommendations to optimize OJT in TVET. Key findings emphasized aligning OJT with emerging technologies, enhancing employment outcomes, promoting innovative training methods, and ensuring inclusive and effective vocational training. The study concludes by offering recommendations to improve the quality and outcomes of OJT in TVET, ensuring alignment with evolving workforce and industry needs.

This book addresses the question of how to build and upgrade job relevant skills. Specifically, the authors focus on three types of training programs relevant for individuals who are leaving formal general schooling or are already in the labor market: pre-employment technical and vocational education and training (TVET); on-the-job training (OJT); and training-related active labor market programs (ALMPs). ALMPs are usually of shorter duration and target individuals who are seeking a second chance and who do not have access to TVET or OJT; these are often low-skilled unemployed or informal workers. Contrary to training-related ALMPs, pre-employment TVET is usually offered within the formal schooling track and tends to be administered by the ministries of education. The book discusses the main justifications for these programs and how they relate to market failures that can lead to underinvestment in training and misalignment between supply and demand for skills. Unfortunately, governments are also prone to failure and many of the programs that countries have adopted today are part of the problem and not the solution. This book proposes options to improve the design and implementation of current skills development systems. Clearly, the authors cannot cover all issues in detail. Training methods among TVET, OJT, and ALMP programs are quite different, ranging from classroom instruction, laboratory research, TVET workshops, and apprenticeship arrangements and internships in firms. All have different challenges and specificities. The report highlights the most important design features of the different programs and points to the main knowledge gaps and areas for future research and analysis. The book is organized into five chapters. Following this overview, chapter two introduces the policy framework that guides the analysis in the book. This framework describes the main market and government failures that require attention and identifies potential interventions to address them. Chapter's three to five then discuss the main challenges facing, respectively, TVET, OJT, and training-related ALMP programs and outlines recommendations to address them. The rest of this overview summarizes the main messages from each of the chapters and in the last section outlines the main knowledge gaps and proposes an agenda for future research and policy analysis.

Background The training of near-peer (NP) teachers and junior faculty instructors received major attention as a possible solution for the shortage of experienced anatomy instructors in faculties of medicine and health professions. Several studies described the training of NP teachers and junior instructors (≤ 2 years of teaching experience) using various methods. However, few publications include On the Job Training (OJT), which enables reflection and performance evaluation and encourages professionals to cope with their blind spots. Previous publications describing OJT did not include formal observation of the NP teacher or junior instructor. Therefore, this study aimed to present a novel approach to OJT inclusion during prosection laboratories based on the Lewinian experiential model.Methods Eight physical therapy (PT) graduates were recruited as junior anatomy instructors into the prosection laboratories. All participated in a unique training program during two consecutive academic years (2017, 2018) and received OJT during the teaching sessions. Two questionnaires were filled out to evaluate the educational impact of the training program. Eighty-three first-year PT students participated in prosection laboratories in anatomy taught by junior instructors, and filled out a questionnaire evaluating the performance of both junior and senior instructors. In addition, we compared the final grades in anatomy obtained by students taught by senior instructors to the grades of those taught by junior instructors.Results Each junior anatomy instructor participated in four OJT sessions. Based on self-reported measures, all professional and didactic aspects of the training program received a median score of 4.5 or higher on a five-point Likert scale. Students obtained similar grades in anatomy when taught by junior instructors compared with senior ones, and were similarly satisfied from the teaching performance of both senior and junior anatomy instructors.Conclusions OJT is applicable in a small-sized PT program facing a shortage of anatomy instructors. Including junior anatomy instructors in prosection laboratories for PT students is a viable solution to the shortage of experienced anatomy instructors. Further study, involving a larger cohort with a longer follow up will strengthen the preliminary results presented here.

Purpose – Blended Learning in the Aerodrome & Heliport course combines theory and practice flexibly and interactively. Conventional methods are less effective due to the lack of active involvement and limited access to learning materials. This study aims to develop blended learning-based learning materials to improve student competency in the Aerodrome & Heliport course at the Makassar Aviation Polytechnic. In addition, this study was conducted due to the low academic achievement of students, with 20% failing the course.Methodology – The research used the Research and Development (R&D) model. However, only the first three stages are worked on: define, design, and develop. This research involves 24 air transport management diploma program students as respondents and two radio aids to air navigation instructor respondents. Data were collected through survey, interview, observation, and documentation. Assessments from experts on blended Learning and aviation education using qualitative and quantitative analysis methods were conducted to assess the validity of the developed teaching materials.Findings – The study demonstrated that blended Learning considerably raised student proficiency. The methodically created instructional materials received a high validity grade from specialists who rated them as "Very Valid" (Va ≥ 0.80). Additionally, the study discovered that using interactive teaching resources—like video tutorials, simulations, and structured learning modules—helped students comprehend complex ideas.Contribution – On a practical level, this study provides real solutions to address learning challenges in aviation vocational education by combining online and in-person Learning. The teaching materials developed can be used as a model by other similar institutions to design tech-based curricula that meet industry needs. Theoretically, the study deepens our understanding of how effective blended Learning can be in technical education, especially in aviation, by emphasizing the need for flexible instructional design that supports higher-order thinking Skills (HOTS).

The present study aims at exploring the strategies for managing innovation in technical education by using blended learning philosophy and practices with special reference to Politeknik Brunei. Based on literature review and desk research, the study found out salient characteristics, explored constraining factors, elicited strategies of Politeknik Brunei, and suggested some options and a framework for innovations management and development of effective blended teaching and learning. The limiting factors identified are the unwillingness of the top-level management, lack of structural support, dearth of readiness of the stakeholders, the gap between teacher's expectations and changed students characteristics, and blended teaching myopia on the way of effective application of blended learning strategies. Notable suggestions for strategic development are developing wide-angle vision and self-renewal processes, analyzing the environment for needs determination. Clarity of purpose and tasks, technological adaptability, data-driven decision making, prompt feedback, flipped classroom, and development of learning clusters are other dimensions that may go a long way toward innovating teaching-learning and the overall development of an academic institution. Finally, the study suggested important guidelines for applying the strategies and proposed framework for quality blended learning and managing innovations in technical education.

This paper presents research exploring teachers’ experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended learning and their approaches to teaching and design for blended learning environments. Teachers’ responses were content-analysed from a phenomenographic perspective. Their descriptions illustrate a relatively wide spectrum of ideas about the nature of blended learning, suggesting that teachers tend to have qualitatively different conceptions about blended learning, and tend to adopt qualitatively different approaches to both teaching and design for blended learning. Quantitative analyses investigating possible relationships between teachers’ conceptions and approaches were also conducted. Implications of the findings for further research and practice are discussed.

While blended learning facilitates digital literacy development, the specific design models and student factors contributing to this process remain underexplored. This study examined the relationship between various blended learning design models and digital literacy skill acquisition among 106 upper-secondary Vocational Education and Training (VET) students. Relationships among student activities, digital competencies, and prior blended learning experience were analyzed. Engagement in collaborative, task-based instructional designs—specifically collaborative projects and regular quizzing supported by digital tools—was positively associated with digital competence. Conversely, passive participation in live sessions or viewing pre-recorded videos exhibited a comparatively weaker association with competence development. While the use of virtual/augmented reality and interactive video correlated positively with digital tool usage, it did not significantly predict perceptions of online safety or content creation skills. Students with prior blended learning experience reported higher proficiency in developmental competencies, such as content creation and research, compared to their inexperienced peers. Cluster analysis identified three distinct student profiles based on technical specialization and blended learning experience. Overall, these findings suggest that blended learning implementation should prioritize structured collaboration and formative assessment.

ADNOC's proactive response to worldwide changes affecting the industry is to enhance operational efficiencies, optimize costs and improve performance. The ATI (ADNOC Technical Institute) to ATA (ADNOC Technical Academy) transformation project is part of this response and aims to provide ADNOC with a sustainable workforce to run its business by applying an approach to training that is based on competency and performance, and where OJT (On the Job Training) plays a crucial role. The major achievements of the transformation after the first year of its implementation are: –Implement a new curriculum that is shorter, more efficient and fully aligned with end-user needs and expectations.–Rationalize practices to optimize costs, implementing a high performance-driven culture that values good work habits and improve attitudes and commitment to HSE.–Strong efforts in rehabilitating the large majority of existing trainees (84%) to "jump the curve" and make it to the new program despite the enhanced requirements–Instil a culture whereupon students are trained to understand the importance of being accountable, working in a team, communicating effectively with others, taking initiative, knowing their strengths, building goals and ambitions and working hard to overcome their identified weaknesses.–Engaging 9 operating companies to accommodate 400 trainees on their 13 sites for OJT–Change in organizational culture by which staff and students are accountable and responsible to meet specific performance standards.–Provide re-skilling solution for existing developpees facing difficulties in finalizing their full integration to operational staff by developing a pre-program. Further to the development of technical competence, the new program strives to contribute to the development of mature and responsible attitudes amongst our graduates, in view of a successful integration within ADNOC workforce. The first trainees will graduate in March 2019 and will integrate ADNOC Group Companies (GCs). A priority is finalizing the work of the Assessment and Competency Development Centre in identifying the competency gaps of existing operators and technicians and addressing them through proper solutions. ATA is working now to maximize its intake capacity and deliver 600 graduates per year as well as getting the program accredited to the diploma level.

المستخلص : هدفت الدراسة للتعرف على أهمية استخدام التعليم المدمج من وجهة نظر مدربات الکلية التقنية للبنات بالرياض ومدى توفر المتطلبات الأساسية في تفعيله وکذلک الکشف عن معوقات استخدامه واقتراح الحلول لهذه المعوقات. أستخدم المنهج الوصفي المسحي في هذه الدراسة من خلال استبانة إلکترونية تم تصميمها من قبل الباحثتان لجمع البيانات. تکونت عينة الدراسة من (31) مدربة طبقن التعليم المدمج في مقرراتهن في الکلية التقنية بالرياض خلال الفصل الدراسي الأول من العام الدراسي 1437 ــــ 1438ه، و أظهرت نتائج الدراسة أن تقدير المدربات لأهمية استخدام التعليم المدمج في مقرراتهن ومدى توفر المتطلبات الأساسية لتطبيقة جاءت بدرجة مرتفعة (م= 3,89 ، ع= 0,45)، بينما جاء تقدير معوقات استخدام التعليم المدمج بدرجة متوسطة (م= 3,18 ، ع= 0,49). کما اقترحت المدربات عددا من الحلول للتغلب على تلک المعوقات منها توفير فرص تدريب وتنمية مهنية مستمرة للمدربات لإکسابهن المهارات الأساسية في تطبيق استراتيجيات التعليم المدمج، تطبيق معايير تصـميم المقـررات المدمجـة وتطـوير محتواهــا وضــبط جودتهــا وانتاجها، وتفعيل برنامج خدمات صندوق المتدربات بالکلية والذي يعنى بتقديم خدمات إضافية للمتدربات في مختلف المجالات لدعم بيئة التعليم المدمج في الکلية. وتضمنت توصيات الدراسة ضرورة تحديث أساليب تنفيذ البرامج التدريبية المقدمة في الکلية التقنية ومواکبة التطورات والمستجدات الحديثة في استخدام التکنولوجيا الحديثة في البرامج التدريبية من خلال تبني استخدام أسلوب التعليم المدمج کأساس لتطبيق البرامج التدريبية في الکلية التقنية وذلک لما له من أثر إيجابي على العملية التدريبية وتحسين مستوى أداء المتدربات، التأکد من توافر کافة متطلبات تطبيق التعليم المدمج في العملية التدريبية واستدراک النواقص التي تظهر أثناء تبني هذا النوع من التعليم مثل توفير شبکة اتصال لاسلکي للمتدربات وکذلک توفير محتوى تعليمي الکتروني مصمم وفق معايير الجودة. Abstract: The purpose of this study is to investgate the implementaion of blended learning at the Girls’ Technical College in Riyadh from the trainers’ perspectives. The study also aims to identify their precpetives toward the availability of the basic requirements for applying blended learning as well as the obstacles and the particpants suggestion to overcome these obstacles. The descriptive-survey method was used in this study through an electronic questionnaire designed by the researchers to collect data. The paricpants in the study consisted of (31) trainers who used blended learning in their courses. The results of the study showed that the participants' overall estimation for the importance of using the blended learning in their courses came to a high degree (M=3.86, SD=0.65), while the degree of their overall estimations for the obstacles of using blended learning was medium (M=3.18, SD=0.49). Moreover, the trainers suggested a number of solutions to overcome these obstacles such as providing continuous training and professional development for trainers on blended learing. applying the standards of blended courses design and developing, and activating the Trainee Fund Services Program to support the blended learning environment in the collage. The recommendations of the study included the need for improving the training programs at the Girls’ Technical College by adapting blended learning strategy as the main stratrgy because of its positive impact on the training process, ensuring the avaiblity of the essential requirements for implementing blended leanded, and applying solutions to overcome the obsticals that appear in the process of implementing blened learning such as providing the trainees with free wireless network, and high quality online learning content.

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

With the advent of artificial intelligence, institutions are now adopting the Blended learning approach, which infuses face-to-face strategies and online teaching methodologies. A blended learning approach is a way to enhance the quality of teaching and learning in higher education institutions, but how feasible is that in TVET Colleges? This study thus investigated the global perceptions of lecturers and students in Technical Vocational Education (TVET) colleges regarding Blended learning for teaching practical subjects online. It examined the challenges and opportunities of moving practical learning online, considering the unique requirements of first-hand subjects like Electrical Engineering, Tourism, Hospitality, Art, and Design. The study utilised articles from Google Scholar and Science Direct databases to comprehensively understand the effectiveness of Blended learning in the TVET context. Using Blended learning as a theoretical framework, a new methodological approach, and a promising blueprint for transforming higher education, the study adopted an integrative literature review methodology to synthesise identified cases and draw themes from the survey. The study brings new knowledge regarding the significant shift in online learning usage during and after the COVID-19 pandemic, particularly in vocational education, providing valuable insights for designing effective online learning strategies. Keywords: Artificial Intelligence, Blended Learning, Integrative Literature Review, Technical Vocational Education (TVET) Colleges

This study discussed the implementation of virtual teaching and learning among VTE staff. The pandemic and security incites the lock down of schools which made students excess at home. Thusly, necessitate the introduction of virtual learning and teaching in schools to associate with the students by enabling teachers and students to get specific materials past course books, in various designs, and in habits that framework presence. Despite the meaning of virtual learning, it’s implementation among VTE staff was ruined on account of nonattendance of force supply, lacking resources for overhaul and stay aware of the sorts of stuff and workplaces, nonappearance of good methodology implementation, lukewarm viewpoints by the staff and students in the e-learning processes among others. It was in any case assumed that bringing virtual learning into teaching and learning in technical education make learning more students-centered. It enables helpful learning and animates extended students teachers correspondence. Subsequently, vocational teachers ought to be more careful and introduced to virtual learning to give the students the best direction, they should also ensure that they are Computer literate and be ready always, government should finance and partner the country locales particularly to a consistent electric system among others.

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

In manufacturing companies, the importance of Off the Job Training (OffJT) is increasing, because there are not enough opportunities for On the Job Training (OJT) . Therefore, OffJT is required to further improve quality. Also it is required to enhance the skills of our engineers, as a substitute for OJT. Mitsubishi Heavy Industries has improved OffJT by using the same methods of quality improvement as those employed in our factories. It has also developed exercises to train engineers in complex multiple skills, thus improving their ability. We report the results of these efforts.

The Nigeria’s educational system during the colonial era was literal in nature and defective. Notable among the defects was lack of practical skills which the government failed to introduce in the various school subjects of the curriculum. The wilful or unwilful exclusion of practical skills from the curriculum by the colonial administrators gave rise to youth unemployment, rural/urban migration by youths in search of white-collar jobs, and lack of productive skills for self-employment among graduates. The educational system at that time could not solve the mounting national problem. This was the major purpose why the National Policy on Education was launched in 1977 with great emphasis on Vocational and Technical education and selfreliance. The new curriculum arising from the National Policy on Education, though focused on vocationalization, has not succeeded mainly because of implementation problems. The author of this paper therefore, advocates that for developing science, technical and vocational education for a future world of work, teaching and learning in our various levels of education should include: appropriate teaching strategies entrepreneurship education, employment and training of qualified teachers, provision of adequate facilities among others.Keywords: Vocationalization, Entrepreneurship, Instructional media, Job related skills, Manual dexterity, Concept formation.