A comparative study on the effectiveness of blended learning, physical learning, and online learning in functional skills training among higher vocational education

Abstract

The widespread dissemination of the COVID-19 pandemic precipitated a transition from traditional, in-person pedagogy to online methods within higher vocational education. The inherent limitations of online learning have become progressively conspicuous. Given its pivotal role amidst the pandemic, numerous institutions have endeavored to integrate technology with traditional classroom pedagogies. Consequently, blended learning has emerged as a focal point within vocational education, garnering notable attention and interest. The question arises: which learning method proves most effective for vocational skills development? This study endeavored to ascertain the comparative effectiveness of various learning methods for vocational skills training. Specifically, employing a quantitative approach, the study conducted a comprehensive questionnaire survey of graduates of higher vocational institutions in China. Participants have undergone training via exclusively physical, thoroughly online, and blended learning formats, respectively. The objective was to evaluate the efficacy of these three methods as perceived by higher vocational graduates. In addition, the study aimed to analyze the personal and pedagogical factors that influence the effectiveness of these learning methods. The collected data underwent analysis utilizing SPSS software. One-way analysis of variance (ANOVA) tests, correlation analyses, and subsequent least significant difference (LSD) post-hoc analyses were employed to investigate the correlations between demographic variables and factors related to teachers and educational resources across the three learning methods. These findings indicate that blended learning is the most efficient approach, with a notable preference among vocational graduates. Physical learning demonstrated superior effectiveness, particularly in functional skills training. In divergence, online learning ranked the lowest among graduates' preference, efficiency, and efficacy in functional skills training. Among the demographic factors examined, gender and duration of graduation exhibited notable variances across the effectiveness of different learning methods. However, there are no significant differences in the area of origin, economic region, type of higher vocational institution, and majors. These insights provide valuable guidance for higher vocational institutions in selecting the most suitable learning methods for enhancing functional skills training.