IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v19y2022i17p10668-d899048.html
   My bibliography  Save this article

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

Author

Listed:
  • Muhammad Zaheer Asghar

    (Crafts Sciences Unit, Department of Teacher Education, University of Helsinki, 00100 Helsinki, Finland
    Department of Education, University of Management and Technology, Lahore 54770, Pakistan
    These authors contributed equally to this work.)

  • Muhammad Naeem Afzaal

    (Department of Education, University of Management and Technology, Lahore 54770, Pakistan
    These authors contributed equally to this work.)

  • Javed Iqbal

    (Department of Education, University of Management and Technology, Lahore 54770, Pakistan)

  • Hafiza Amina Sadia

    (Department of Law, Bahria University, Islamabad 04403, Pakistan)

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.

Suggested Citation

  • Muhammad Zaheer Asghar & Muhammad Naeem Afzaal & Javed Iqbal & Hafiza Amina Sadia, 2022. "Analyzing an Appropriate Blend of Face-to-Face, Offline and Online Learning Approaches for the In-Service Vocational Teacher’s Training Program," IJERPH, MDPI, vol. 19(17), pages 1-17, August.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10668-:d:899048
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/19/17/10668/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/1660-4601/19/17/10668/
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Muhammad Zaheer Asghar & Muhammad Naeem Afzaal & Javed Iqbal & Yasira Waqar & Pirita Seitamaa-Hakkarainen, 2022. "Evaluation of In-Service Vocational Teacher Training Program: A Blend of Face-to-Face, Online and Offline Learning Approaches," Sustainability, MDPI, vol. 14(21), pages 1-28, October.
    2. Halima Albalushi & Mohamed Al Mushaiqri & Srinivasa Rao Sirasanagandla & Srijit Das, 2022. "Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy," IJERPH, MDPI, vol. 19(20), pages 1-10, October.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10668-:d:899048. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.