Abstract
AbstractConsidering that teleworking and online training are on the rise following the pandemic, studying how school-life balance affects the development of VET competences in online learning during COVID-19 can provide relevant information to enhance educational equity in the future. A longitudinal study was conducted employing an on-line questionnaire to meet the following aims: to explore the development of cross-disciplinary competences in VET during COVID-19; to identify different students’ profiles according to their school-life balance during the pandemic; and, to analyse whether the school-life balance was affecting competency development and propose improvements to training as a result. Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. These results provide a fertile context for VET designers and teachers to generate new learning scenarios that meet all students’ potential needs.
Funder
RecerCaixa 2017
Universitat Autònoma de Barcelona
Publisher
Springer Science and Business Media LLC
Reference44 articles.
1. Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Educ Inf Technol (Dordr). 26(6), 1–19. https://doi.org/10.1007/S10639-021-10518-Y
2. Avis, J., Atkins, L., Esmond, B., & McGrath, S. (2020). Re-conceptualising VET: Responses to covid-19. J Vocational Educ Train. 73(1), 1–23. https://doi.org/10.1080/13636820.2020.1861068
3. Babb, S. J., Rufino, K. A., & Johnson, R. M. (2022). Assessing the Effects of the COVID-19 Pandemic on Nontraditional Students’ Mental Health and Well-Being. Adult Educ Q. 72(2), 140–157. https://doi.org/10.1177/07417136211027508
4. Brown, N., Te Riele, K., Shelley, B., Woodroffe, J. (2020). Learning at home during COVID-19: Effects on vulnerable young Australians. Independent Rapid Response Report. University of Tasmania, Peter Underwood Centre for Educational Attainment.
5. Choi, B., Jegatheeswaran, L., Minocha, A., Alhilani, M., Nakhoul, M., & Mutengesa, E. (2020). The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: a national survey. BMC Medical Education, 20(1). https://doi.org/10.1186/S12909-020-02117-1
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献