The future of vocational higher education: the blended learning approach

Authors

  • Jason Jeevaruban University of Greenwich
  • Gemma M Boden University of Greenwich

DOI:

https://doi.org/10.21100/compass.v14i2.1152

Keywords:

Blended learning, face-to-face learning, online learning, vocational, higher education

Abstract

The COVID-19 pandemic has compelled higher education institutions to implement online learning provisions, however, within vocational education, the primary use of online learning may not satisfactorily allow students to achieve competency in practical skills. The blended learning approach offers an incredible solution to this and produces new opportunities to not just build but innovate towards the future.

Author Biographies

Jason Jeevaruban, University of Greenwich

My name is Jason, I am 20 years of age and I study Paramedic Science. I hope to work within healthcare management and innovation, ensuring the maximisation of both patient outcomes and the clinical workforce, positively impacting the future and encouraging others to not just reach, but excel in their potential.

Gemma M Boden, University of Greenwich

Gemma is a Senior Lecturer in Paramedic Science within the School of Health Sciences at the University of Greenwich.  She joined the University in 2016 after spending 12 years on the frontline for London Ambulance Service.Her interests include patient assessment, enhanced engagement and near peer teaching.

References

Carolan, C., Davies, C.L., Crookes, P., McGhee, S. and Roxburgh, M. (2020) ‘COVID-19: Disruptive impacts and transformative opportunities in undergraduate nurse education.’ Nurse Education in Practice 46(1), 1-2. Available at: https://doi.org/10.1016/j.nepr.2020.102807 (Accessed: 26 August 2020).

Dhawan, S. (2020) ‘Online Learning: A Panacea in the Time of COVID-19 Crisis.’ Journal of Educational Technology Systems 49(1), 5-22. Available at: https://doi.org/10.1177%2F0047239520934018 (Accessed: 03 October 2020).

Hickman, M.M., Gosney, E.R. and Hare, K.L. (2020) ‘Medical student views on returning to clinical placement after months of online learning as a result of the COVID-19 pandemic.’ Medical Education Online 25(1), 1-2. Available at: https://doi.org/10.1080/10872981.2020.1800981 (Accessed: 26 August 2020).

Hrastinski, S. (2019) ‘What do we mean by blended learning?’ Tech Trends 63(1), 564-569. Available at: https://doi.org/10.1007/s11528-019-00375-5 (Accessed: 07 February 2021).

Mitra, B., Lewin-Jones, J., Barrett, H. and Williamson, S. (2010) ‘The use of video to enable deep learning’ Research in Post-Compulsory Education 15(4), 405-414. Available at: https://doi.org/10.1080/13596748.2010.526802 (Accessed: 07 February 2021).

Raymond-Hayling, O. (2020) ‘What lies in the year ahead for medical education? A Medical student’s perspective during the COVID-19 pandemic.’ Medical Education Online 25(1), 1-2. Available at: https://doi.org/10.1080/10872981.2020.1781749 (Accessed: 14 March 2021).

Rintala, H. and Nokelainen, P. (2019) ‘Vocational Education and Learners’ Experienced Workplace Curriculum.’ Vocations and learning 13(1), 113-130. Available at: https://doi.org/10.1007/s12186-019-09229-w (Accessed: 14 March 2021).

Rose, E. (2020) ‘Medical Student Education in the Time of COVID-19.’ JAMA 323(21), 2131-2132. Available at: https://doi.org/10.1001/jama.2020.5227 (Accessed: 26 August 2020).

Sandhu, P. and Wolf, M.D. (2020) ‘The impact of COVID-19 on the undergraduate medical curriculum.’ Medical Education Online 25 (1), 1-2. Available at: https://doi.org/10.1080/10872981.2020.1764740 (Accessed: 26 August 2020).

Downloads

Published

07/13/2021

Issue

Vol. 14 No. 2 (2021)

Section

Opinion Pieces

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.