Work-Based Virtual Learning: Analysis of the Perceptions of Vocational Training Teachers and Trainers.

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Bibliographic Details
Title:	Work-Based Virtual Learning: Analysis of the Perceptions of Vocational Training Teachers and Trainers.
Authors:	Avendaño Castro, William Rodrigo¹ williamavendano@ufps.edu.co, Gamboa Suárez, Audin Aloiso² audingamboa@ufps.edu.co, Prada Núñez, Raúl³ raulprada@ufps.edu.co
Source:	Journal of Language & Linguistics Studies. 2022, Vol. 18 Issue 1, p1026-1036. 11p.
Subject Terms:	Cooperative education, Teacher training, Occupational training, Learning strategies, Scheduling
Abstract:	The objective was to analyze the perceptions of teachers and trainers of professional training belonging to the Universidad Francisco de Paula Santander's faculty of business sciences on work-based e-learning. Methodologically, the research was quantitative, descriptive and cross-sectional. The sample consisted of 71 teachers. The instrument used was a Likert-type questionnaire with several alternatives. The results determined that the formative actions for virtual learning (knowledge, exploration and immersion) increase the teachers' work time for planning and monitoring, considering the training workload, development of synchronous and asynchronous activities, and group and individual activities. It was concluded that establishing a system of virtual learning strategies and tutoring the teaching work is the key to providing a viable approach that allows students to acquire knowledge in a safe environment while solving real-world problems. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The objective was to analyze the perceptions of teachers and trainers of professional training belonging to the Universidad Francisco de Paula Santander's faculty of business sciences on work-based e-learning. Methodologically, the research was quantitative, descriptive and cross-sectional. The sample consisted of 71 teachers. The instrument used was a Likert-type questionnaire with several alternatives. The results determined that the formative actions for virtual learning (knowledge, exploration and immersion) increase the teachers' work time for planning and monitoring, considering the training workload, development of synchronous and asynchronous activities, and group and individual activities. It was concluded that establishing a system of virtual learning strategies and tutoring the teaching work is the key to providing a viable approach that allows students to acquire knowledge in a safe environment while solving real-world problems. [ABSTRACT FROM AUTHOR]
ISSN:	1305578X