Abstract:

On behalf of the Norwegian Directorate for Education and Training, we have developed and evaluated two online courses in assessment for skilled workers who are in charge of either 1) instructing apprentices in training establishments or 2) trade/journeyman’s examinations of apprentices. We chose a student-centred approach, and representatives from the target group participated in the development of the courses. This included the construction of a pedagogical model, which is based on a practice-oriented approach. The educational strategies include extensive use of video and images, a non-academic language, experience sharing, networking and a variety of activities. An overall objective is that the courses should facilitate reflection by challenging their own practice (Kristiansen & Svoen, 2018). The courses opened for regular enrolment in 2018, and this paper presents the learners’ experiences so far. The methodology used is an online survey with both quantitative and qualitative questions (232 respondents) as well as semi-structured video interviews (7 informants). The evaluation focus on four areas: Learning outcome, educational adaptation and organisation, learning resources and general feedback and recommendations.

The main conclusion is that both online courses work very well both academically and educationally. The results show that as many as 86% of the respondents in the instructor course and 96% of the examination board course express that they have achieved the learning objectives for the courses (average number). According to the learners, the online courses have contributed to a change in their practice. Academic outcome, awareness raising, increased self-assurance in their role, communication skills and reflection on own practice are highlighted as key elements. When it comes to the learning platform and facilitation, the majority perceive the courses as flexible, user-friendly and with a clear structure and organisation. The forms of learning (video, texts, discussions, problem solving, reflections) are experienced as varied. Video is used extensively in the courses, and around 80% agree that experience sharing using video was beneficial. The majority felt that the assignments were instructive and that they benefited from reading other participants' contributions in discussion forums. On the other side, facilitating collaboration and networking did not score particularly high, due to the fact that the informal “meeting place” in the courses (online forum) has not been used much so far, nor has there been a requirement for cooperation in the tasks and final assignment. Several respondents also expressed a wish that the online course should be combined with face-to-face meetings, and to collaborate with others. The scope and level of difficulty seems to be about right. A challenge is that it takes time to complete the course, not only because of the course requirements but also due to the absence of progression deadlines. Most respondents recommend the course, and many even think it should be compulsory for new instructors and examination boards. Even those who are experienced in their role can benefit from the courses for updating and repetition.

Based on these findings, we recommend that the online courses should be even better integrated into a strategy for enhancement of competence, collaboration should be strengthened both online and face-to-face, and incentives or deadlines for faster completion should be considered.

Keywords:

Online learning, MOOC, skilled workers, pedagogical model, apprentices, training establishments.