Analyzing an Appropriate Blend of Face-to-Face, Offline and Online Learning Approaches for the In-Service Vocational Teacher’s Training Program

Muhammad Zaheer Asghar (), Muhammad Naeem Afzaal, Javed Iqbal () and Hafiza Amina Sadia
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Muhammad Zaheer Asghar: Crafts Sciences Unit, Department of Teacher Education, University of Helsinki, 00100 Helsinki, Finland
Muhammad Naeem Afzaal: Department of Education, University of Management and Technology, Lahore 54770, Pakistan
Javed Iqbal: Department of Education, University of Management and Technology, Lahore 54770, Pakistan
Hafiza Amina Sadia: Department of Law, Bahria University, Islamabad 04403, Pakistan

IJERPH, 2022, vol. 19, issue 17, 1-17

Abstract: Blended learning approaches are considered as the most viable for the delivery of training to remote areas and accessing learners at a mass level. Blended learning is a combination of different learning approaches to facilitate the learners’ needs. The National Vocational and Technical Training Commission (NAVTTC) conducted an in-service vocational teachers’ training program through blended learning approaches in Pakistan. This study aimed to find the appropriate blend of face-to-face, online, and offline learning approaches for the training of in-service teachers in Pakistan. A mixed methods research approach was adopted. A survey collected data from 781 in-service vocational teachers who participated in training programs through blended learning approaches. The ANOVA test was applied to find the difference of the training participants’ attitude toward different modes of learning. It was found that trainees had more positive attitude toward a face-to-face learning approach than online and the online learning approach than offline learning. Semi-structured interviews were also conducted with training participants, admission and placement officers, and principals. They also endorsed that face-to-face learning approaches must be given more weight than online, and the online approach should have more weight than the offline approach. This study has practical implications for technical education and vocational training (TVET) institutes in developing countries such as Pakistan to design blended learning approaches for the training of in-service vocational teachers. Future research may be conducted on the effectiveness of in-service vocational education teachers through blended learning.

Keywords: blended learning; online learning; offline learning; face-to-face learning; in-service vocational teachers (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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