Online learning in vocational school: focus on students' perceptions

Abstract

In this study, we describe vocational school students' practices and perceptions of online learning based on interviews and observations. First, we identify student characteristics within online classes. Then, we report student perceptions of online lectures. Finally, we summarize our recommendations to improve the online teaching. The methodology used in this study was qualitative data-collection techniques to obtain vocational school student views on online education and educational processes. For this purpose, two stages of data collection were used in this study these were one-on-one open-ended interviews and think-aloud observation. According to data analysis from this study, communication between students and teachers has a basic effect on shaping students' perceptions and approach to online learning. Also, they have some negative ideas of using and implementations of technology in lectures. Included in this finding is that the meaning assigned by students to any technological material used in lectures is directly connected with the way this material is implemented. Another important finding is that planning of course, assessment and curriculum plays basic role in student's concentrate on lectures and success in online learning. We investigated only a few of the possible relationships between perception of the online environment, the technological materials used in lectures, students' approach to online learning, and students' perceptions of this learning way. Although Web resources and community were mentioned in this study, they may play a more effective role in student online learning than was analyzed in this study. Some additional factors that may effect student perceptions needed to be investigated are the link between perception and outcome, faculty use and knowledge, faculty perceptions and training. (C) 2015 The Authors. Published by Elsevier Ltd.