Personalised Learning in Vocational Higher Education: A Model for Diverse Learners

Abstract

Abstract Implementing blended learning in vocational higher education (VHE) is more effective considering the characteristics of the VHE curriculum, which is predominantly focused on practical learning and emphasises mastery of specific competencies. Due to the diversity of students in VHE, a 'one size fits all' blended learning design can be developed to be more adaptive and personalised. However, personalised blended learning (p-BL) design still needs to be improved, especially in VHE in Indonesia. Therefore, this paper offers a p-BL model that can be applied in VHE. Through an exploratory sequential mixed methods research design involving a literature review, seven interviews and a survey of 53 VHE lecturers and instructors, we identified the student model, knowledge model and personalisation model as the components of the p-BL model. The student model categorises students based on their knowledge levels and learning styles. The knowledge model annotates learning objects based on the level of difficulty and learning style dimensions. The personalisation model comprises learning objects and assessment recommendations; it also has a suggestion system that provides recommendations for assessment items for students who have failed, and it is recursive until the student passes the assessment. This suggestion system ensures that students master the competencies according to the characteristics of VHE learning in Indonesia. The personalisation process is integrated into blended learning using a station rotation and flexible model. The proposed p-BL model can be a reference for VHE institutions implementing personalised learning in their teaching and learning practices.