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Vocational education approach: New TEL settings—new prospects for teachers’ instructional activities?

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Abstract

This study focuses on vocational education teachers’ instructional activities in a new technology-enhanced learning (TEL) setting. A content analysis is applied to investigate teachers’ and students’ interactions in a 3D game context. The findings illustrate that when teachers’ and students’ interactions are mediated by a game, teachers seem to apply different discussion activities to empower vocational learning than they do in traditional classroom settings. Additionally, the present study shows that teachers spontaneously develop new ways of supporting vocational learning processes. In more detail, two main types of instructional activities were identified: a “knowledge-providing” approach and a “joint problem-solving” approach. Additionally, findings illustrate how teachers using different types of instructional approaches are followed up with different processes by students. The article is concluded with a general discussion of the emerging challenges regarding the technological and pedagogical development of vocational education and teachers’ instructional activities in new TEL settings based on a more long-term design-based research project (ongoing since 2004).

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Notes

  1. A literature search (on November 10, 2012) in peer-reviewed journals through the database of Education Resources Information Center (ERIC) revealed only six articles related to the application of content analysis in 3D settings for collaborative learning (Bouta et al. 2012; deNoyelles and Seo 2012; Fominykh and Prasolova-Forland 2012; Huang et al. 2010; Peterson 2010; Underwood et al. 2008). More specifically, electronic searches in ERIC by means of the search terms “content analysis,” “3D game,” and either “collaboration” or “collaborative” revealed one reference; “content analysis,” “3D environment,” and either “collaboration” or “collaborative” revealed six references; and “content analysis,” “3D space,” and either “collaboration” or “collaborative” revealed no references. Additionally, further investigation of these six studies revealed that only Peterson (2010) reported results on the application of content analysis in a 3D setting.

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Acknowledgments

This research was supported by the Academy of Finland (Project 258659). The development of the 3D environment was supported by the EU Structural Funds and nationally by the State Provincial Office of Western Finland from the administrative sector of the Ministry of Education. Special thanks to Kimmo Oksanen, Hanna Laakso, Maarit Arvaja, Mikko Niilo-Rämä, Antero Malin, Ludocraft Ltd, Äänekoski College and Jyväskylä College for their content expertise, excellent ideas, and smooth cooperation.

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  1. Finnish Institute for Educational Research, University of Jyväskylä, P.O.Box 35, 40014, Jyväskylä, Finland

    Raija Hämäläinen

  2. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium

    Bram De Wever

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  1. Raija Hämäläinen
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Correspondence to Raija Hämäläinen.

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Hämäläinen, R., De Wever, B. Vocational education approach: New TEL settings—new prospects for teachers’ instructional activities?. Computer Supported Learning 8, 271–291 (2013). https://doi.org/10.1007/s11412-013-9176-1

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