Abstract
The purpose of this study is to systematically review empirical evidence about how necessary blended learning for vocational education, the blended learning implementation in vocational schools, and the blended learning impact in vocational schools. It analyzed 32 studies concerning blended learning implementation and impact in vocational schools, published in the last five years. Employing the meta-analysis review method, the data were extracted and analyzed by descriptive analysis and concluded in the form of a percentage. This study’s results stated that blended learning could be used as a vocational education system solution by adjusting technological advances. The highest implementation was in the design and management dimensions of blended learning at 39%; It was considered the most important in adopting blended learning in vocational schools. Besides, the study of the highest impact was the increase in students' abilities and knowledge in the form of test scores, which was 42% higher than behavior and motivation’s impact. Therefore, it is necessary for future research to develop blended learning in vocational schools by paying attention to the students’ behavior and motivation impact.
Highlights
The presence of technology affects human’s daily activities
It could be concluded that Asia has much implemented vocational education as a learning system, followed by Europe, where there were many vocational schools, especially in Germany
The technological development acceleration makes vocational schools need to carry out learning using technology combined with conventional learning, namely blended learning
Summary
The presence of technology affects human’s daily activities. According to Andrey Andoko, in the era of the industrial revolution 4.0, routine and daily jobs have been replaced by machines. Students can take credits from other study programs on campus as much as one semester of the total semester that must be taken The purpose of this policy is to get new experiences and find real problems in real life to be ready to enter the world of work (Prodjo, 2020). It is in line with vocational schools’ aim, namely to prepare human resources that link and match with the industrial world. The successful implementation of the 321 curriculums must be supported by several things: industry involvement in designing the educational framework, the existence of a dual education system, consisting of industry and campuses, the presence of national vocational education standards, and the existence of competent teaching staff and instructors (Wahyuni & Safitri, 2018)
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