Online Learning in VET - Essay Example

The extent of the alignment of Intents, Enactment and Outcomes of Online Learning in Adult and Vocational Education Name: Tutor: Course: Institution: Date: Introduction The present-day work-place environment is increasingly embracing new technologies and ‘soft skills’ such as technological fluency and e-literacy have become a must-have for employees to be considered eligible. To keep up with the rapid changes in technology, adult and vocational education has invested in online learning. Online learning in VET is the 21st century learning; from personalized learning to suit individual needs of learners to its flexibility, not restricted by time and place, this initiative has brought about numerous opportunities in the VET sector not experienced before. Moreover, it is worth noting that between the turn of the century to 2006, the Government of Australia had invested more than $95 million to develop online learning in the VET sector. From policy makers to education analysts, research experts and trainers, the benefits of online learning in VET have been strongly advocated (The European Commission, 2000; Phillip et al, 2000; Roffe, 2002). With reference to the curriculum development literature and other relevant and authoritative sources, this paper seeks to provide a critical discussion of the extent of the alignment of intents, enactment and outcomes of online learning in Adult and Vocational Education. Various issues have been examined, starting with the underlying philosophy of the initiative, its intents and the role and resultant implications of the Australian Flexible Learning Framework in developing online learning in VET. The enactment (implementation) of online learning in VET has also been discussed, as well as issues affecting its implementation. A critical analysis of the favorable and unfavorable features of the initiative has also been provided. Lastly, but certainly not least, is a critical analysis of the outcomes of online learning in VET. Educational Purposes of Online Learning in VET The VET sector in Australia has enjoyed a significant boost in online learning since the turn of the century. The objective of this boost has been to facilitate access to education and training. Online learning, also referred to as electronic learning, is in actual fact the process of transmitting learning content through information communication technologies (ICTs). The delivery can be achieved through the intranet or internet. The learner is given the responsibility to identify information, conceptualize and establish meaning to develop his or her knowledge base. The learner should also find the time and appropriate space to learn. One of the educational purposes of online learning in VETs is to make available instructional materials and tutorials (Roffe, 2002). Another reason this initiative was introduced was to support group work, evaluations and exercises. In this respect, the initiative was also introduced to facilitate digital communication systems such as news, e-mail and chat systems. With regard to this intent, the initiative was introduced to provide special information retrieval systems, and combine these with editing as well as content management systems. An additional purpose was to provide for new and emerging varieties of learning, for example through audiovisual stages, three dimensional images and interactive games. These have been established to be more sufficient compared to printed learning materials for particular study subjects. It is also worth noting that there are particular student groups that are best suited for online learning methods and tools, rather than printed materials. This is because animated study content or digitally stored content can be updated and changed rapidly. This makes it possible for students to contribute to the material (Australia.gov, 2011). The underlying philosophy of online learning in VET is to provide accessible and high quality open and distance learning that is both learner relevant and industry relevant. The development of online learning in VET has been the responsibility of the Australian government, eight State and Territory Governments, together with industry, public and private training providers that work hand in hand in providing consistent training across the country. The aims of this initiative are short-term as well as long-term. The provider’s main aim is to ensure individual prosperity (short-term) in addition to ensuring the economic growth of the state (long term) (Aussieeducator, 2011). The Australian Flexible Learning Framework has been involved with the development of online learning in VET. The Framework achieves this by raising awareness of the importance of VET, providing important skills on how best to implement it to practitioners and engaging with clients. The focus of the Framework was to develop a national online learning of resources, professional support and standards to be used by training practitioners and organizations. At the start, the emphasis of the Framework was o capability building and client engagement, which developed to integration (flexiblelearning.net.au, 2007). For each of these activities, the Framework achieved by demonstrating the potential of online learning, engaging with clients from critical policy target groups and entrenching online learning in businesses and training providers, respectively. By the Framework undertaking this initiative, there are significant implications. First, the Framework has enabled and facilitated the evolution of Australia’s VET sector to the information age. Because of the activities of Framework, a base has been laid for online learning to be mainstreamed in the sector. Important infrastructure, for example resources, repositories and standards, are now in place and the VET sector is ready to maximize its investment on the uptake of online learning (flexiblelearning.net.au, 2007). Enactment of Online Learning in VET The responsibility to implement online learning in VET is both a state government responsibility and a national level responsibility. At the national level is where the regulation of training products is established. Across various States, it is the responsibility of the Minister of Skills and Workforce Participation to oversight and manage the state’s e-learning in VET. Various Commissions can assist the Minister, for example the Victorian Skills Commission, in the case of the state of Victoria. The Victorian Skills Commission is a committee formed by industry experts and is also a subsidiary of the Department of Innovation, Industry and Regional development (Dandolo, 2009; invest.vic.gov.au, 2010). The delivery of online learning in VET is carried out by various providers, both the public and private providers. In the public sector, the Technical and Further education (TAFE) institutes are responsible for delivering, and so are the adult community education providers (ACE). Private registered training organizations are responsible for delivering particularly to international students (Dandolo, 2009). The implementation of online learning in VET requires an exclusive and a complex process to implement. This is a significant issue that has affected its enactment since it was developed. Online learning systems also need additional continuous development corresponding to rapid technological development. This is critical for improvement. It is also mandatory to analyse continuously the potential relevance of the systems with regard to educational gains of the tools and rapidly changing software. This means that quality assurance and evaluation is very important. These processes are expensive to adopt and maintain, which makes it indispensable to have the necessary resources (Dandolo, 2009). Another very important issue that has affected the implementation of online learning in VET is that the reception of a good online learning environment may vary among teachers. Teacher acceptance is certainly a significance consideration, considering that conventional methods of teaching in the VET sector are usually centred to the teacher rather than to the student. Considering that new ICT tools are increasingly being embraced in present-day generations, there is characteristically a gap between teachers and learners. This has been a significant hindrance when developing online learning courses as well as providing teacher support online (Skills Victoria, 2010). Technical resources and manpower are additional issues that have affected the implementation of online learning in VET. The efficient improvement of VET learning requires a boost in manpower and technical resources so as to ensure the development of study materials and infrastructures as well as adequate student support. However, ICTs alone should not be the focus but a thorough measurement of the learning processes and contents (Law, 2003). The last but certainly not least issue that has affected the implementation of this initiative is the undersupply of skilled people and higher level skills. The VET sector has suffered in the past the experience of a critical undersupply of skilled workers. Online learning enable access to a huge variety of training and courses that can be delivered in a way that can suit learners across remote as well as metropolitan Australia. These abilities have brought about new demand and challenges to the sector, requiring great variety and flexibility when delivering online learning VET (Law, 2003; Law, 2004). Features about Online Learning in VET Teachers and trainers have shown their appreciation of various features about this initiative. One of the most liked features about online learning in VET is that the initiative has great flexibility. Online learning, for example, can reach teachers and students irrespective of their geographical orientation or occupation. Just like students found in remote areas can access online learning, so can employed part-time learners. Learners living both locally and abroad can also access online learning. It is worth noting that there are unique online learning programs that can also reach people in care centres or in detention (deewr.gov.au, 2011). Therefore, flexibility is a leading feature of online learning that makes it better to meet the needs of stakeholders. Efficiency is another feature about online learning that makes it a favourite of teachers and trainers. The initiative is able to develop efficiency in communication and support areas and most importantly, in interactive learning. Other areas where the initiative can enhance efficiency include information retrieval, administration and study exercises. Interaction with learners only can not only improve the efficiency and quality of services provided, but also significantly lower costs. Efficiency is thereby a very important feature of online learning in VET (deewr.gov.au, 2011). Outcomes of Online Learning in VET One of the intents of online learning in VET was to become a system that could implement national training and technical standards that could ensure portability and reuse of learning content. This objective has had a set of significant outcomes. First, effective research has been achieved as well as the ratification process for national standards, sustained by jurisdictions. Secondly, all jurisdictions have made use of national standards for content access. As a result, guides and tools have been made available to support the easy application of standards (flexiblelearning.net.au, 2007). An additional intent of the initiative was to ensure that the VET sector was effective and quick in adapting novel ICT to support personalized learning. This objective has also achieved various outcomes, one of them being that the benefits of emerging learning technologies have been recognized and promoted. It is also worth noting that nationally agreed standards for new ICTs are now available. These are supported by guidelines for teachers as well as technicians. The third outcome achieved because of this objective is that there are now interconnected wide are networks that facilitate the mainstream uptake of e-learning (flexiblelearning.net.au, 2007). A very important outcome of online learning in VET is that it has enabled students to become more in control of learning. Students can now gain access to the numerous varieties of online learning options. The outcome of this is that they have taken more control of their learning and can choose pathways that suit them best. Students can also choose their VET providers. Another outcome of this initiative is that students are more exposed to ICT learning skills. This is a very important outcome to students particularly in the present-day increasingly competitive employment environment. Employers now demand to recruit employees that know more than just subject skills, soft skills, for example e-literacy, technological fluency and creative thinking are now critical for an employee to be considered. Being exposed to ICT learning skills is a positive outcome because this means that the students are now more ‘employable’ (Lewis & beach, 2009). Although the workplace is certainly the best environment to acquire practical skills and activities that involve responsibility to the learner, organizations are not easily facilitated in the workplace. The virtual world, on the other hand, can enable learners to engage in learning solutions for activities that involve responsibility and risk, as well as offer important experience and insight that can be applied in the workplace. Technologies in the virtual world have also offered opportunities for teachers to achieve extensive group collaboration as well as support students in remote places, using strategies such as facilitated online learning and peer assisted learning. This is a very important outcome that has enabled academics to develop educational activities for the future, therefore presenting learners with provocative and challenging situations that encourage the use of higher level skills (AEI, 2009). In the report: 2008 – 2011 Australian Flexible Learning Framework Strategy by the Australian Flexible Learning Framework released on 10 August 2007, state thus: “E-learning is 21st Century learning: not restricted by place and time, but happening when and where it suits learners. Learning is personalized to suit individual learning needs, making it an engaging experience, and attracting those who may not otherwise have engaged in education and training. Collaborative and ‘networked’ learning are the norm.” (Flexiblelearning.net.au, p. 8) An analysis of the achievements of online learning in VET based on expected success reveals that while it has made the aforementioned achievements, there are certain fronts the initiative has not achieved. This is because the initiative poses critical demands on VET institutions, teachers and learners. VET institutions should be equipped with appropriate technical infrastructure as well as software. In addition, cooperation is needed between themselves so as to develop synergies. The initiative also poses demands on teachers; teachers should be knowledgeable and understand how to implement the initiative to their learners. This makes teacher training courses on online learning obligatory. Learners, on the other hand, should be able to access to technical devices and all educational contents. They should also know how to correctly use them for their own learning needs (Aussieeducator, 2011). This calls for early training of learners in the use of new ICTs, particularly those that deal with online learning. Conclusion Adult and vocational education is of ever increasing importance for employment opportunities, development of human and social competencies, cultural cohesion and for everyday life. Traditional class-room based VET should be supplemented so as to prepare for these and increasing challenges with regard to the chaotic economic environment. The 21st century consists of societies that are faced with flexible working times and increasing parallelism of family and work obligations. This paper has analyzed the intents, enactment and outcomes of online learning in VET. It was established that there are significant issues affecting the successful implementation of the initiative. Key amongst these issues is resources to keep in pace with the ever changing technological infrastructure. Therefore, new means of acquiring and disseminating knowledge and skills in the VET sector through online learning should be developed, as this has the potential to offer relevant and effective solutions to these circumstances and demands. This paper has also established that online learning can also be more inclusive, particularly for adults irrespective of their demographic orientation. Significant challenges were also identified, challenges that have hindered online learning in VET from its successful enactment. It is therefore recommended that the Australian government and all organizations that are involved in the development and implementation of this initiative to develop common approaches to support online learning in the Australian VET sector. On the whole, investing in online learning in the VET sector has enhanced economic development and directly impacted the learning experiences of learners as well as their teachers. Online learning has made training more efficient and accessible, particularly for learners that come from geographically isolated regions. Through online learning the VET sector is helping to fulfill its objectives of increasing the number of people that undertake adult and VET in regions and levels which the country needs. References Australia.gov (2011) .Vocational Education and Training. Retrieved October 20, 2011 from Read More

An additional purpose was to provide for new and emerging varieties of learning, for example through audiovisual stages, three dimensional images and interactive games. These have been established to be more sufficient compared to printed learning materials for particular study subjects. It is also worth noting that there are particular student groups that are best suited for online learning methods and tools, rather than printed materials. This is because animated study content or digitally stored content can be updated and changed rapidly.

This makes it possible for students to contribute to the material (Australia.gov, 2011). The underlying philosophy of online learning in VET is to provide accessible and high quality open and distance learning that is both learner relevant and industry relevant. The development of online learning in VET has been the responsibility of the Australian government, eight State and Territory Governments, together with industry, public and private training providers that work hand in hand in providing consistent training across the country.

The aims of this initiative are short-term as well as long-term. The provider’s main aim is to ensure individual prosperity (short-term) in addition to ensuring the economic growth of the state (long term) (Aussieeducator, 2011). The Australian Flexible Learning Framework has been involved with the development of online learning in VET. The Framework achieves this by raising awareness of the importance of VET, providing important skills on how best to implement it to practitioners and engaging with clients.

The focus of the Framework was to develop a national online learning of resources, professional support and standards to be used by training practitioners and organizations. At the start, the emphasis of the Framework was o capability building and client engagement, which developed to integration (flexiblelearning.net.au, 2007). For each of these activities, the Framework achieved by demonstrating the potential of online learning, engaging with clients from critical policy target groups and entrenching online learning in businesses and training providers, respectively.

By the Framework undertaking this initiative, there are significant implications. First, the Framework has enabled and facilitated the evolution of Australia’s VET sector to the information age. Because of the activities of Framework, a base has been laid for online learning to be mainstreamed in the sector. Important infrastructure, for example resources, repositories and standards, are now in place and the VET sector is ready to maximize its investment on the uptake of online learning (flexiblelearning.net.au, 2007).

Enactment of Online Learning in VET The responsibility to implement online learning in VET is both a state government responsibility and a national level responsibility. At the national level is where the regulation of training products is established. Across various States, it is the responsibility of the Minister of Skills and Workforce Participation to oversight and manage the state’s e-learning in VET. Various Commissions can assist the Minister, for example the Victorian Skills Commission, in the case of the state of Victoria.

The Victorian Skills Commission is a committee formed by industry experts and is also a subsidiary of the Department of Innovation, Industry and Regional development (Dandolo, 2009; invest.vic.gov.au, 2010). The delivery of online learning in VET is carried out by various providers, both the public and private providers. In the public sector, the Technical and Further education (TAFE) institutes are responsible for delivering, and so are the adult community education providers (ACE). Private registered training organizations are responsible for delivering particularly to international students (Dandolo, 2009).

The implementation of online learning in VET requires an exclusive and a complex process to implement. This is a significant issue that has affected its enactment since it was developed.

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