Lessons from the COVID-19 Pandemic
National Education Guide | "Study: Well-being of Students and Teachers in Vocational Education Under Pressure"
The education platform Nationale Onderwijsgids highlights Turner’s study, “What Can Vocational Education Learn from the COVID-19 Pandemic?” It examines the findings of the study, which involved 14 vocational education institutions, HAS University of Applied Sciences, and Radboud University, and surveyed more than 5,000 students, faculty, and staff. The article focuses on the findings regarding the well-being of students and staff during that first wave of the pandemic.
'Study: Well-being of Vocational Education Students and Teachers Under Pressure'
During the lockdown in the spring, vocational education (MBO) quickly made the transition from in-person to online education. However, the well-being of students and teachers suffered during that period. The MBO Council reported this following a study conducted by the research firm Turner on behalf of fourteen vocational schools, HAS University of Applied Sciences, and Radboud University.
A total of 2,430 students and 2,606 staff members participated in the study titled “What Has Vocational Education Learned from the COVID-19 Pandemic?” Due to the high response rate from vocational schools, the study’s conclusions can be considered valid for the entire vocational education sector. The participating students and staff shared their experiences during the COVID-19 pandemic regarding teaching methods, organizational agility, the social function of Education, and assessment and scheduling.
Bright Spots
Students missed the interaction of in-person classes and hands-on lessons, and faculty members missed the contact with their colleagues. Still, both groups also saw some bright spots during the lockdown. Sixty percent of students appreciated the flexibility that online education offers. All teachers see online education as offering more opportunities for differentiation and customization. These advantages are reflected in the preference of teachers and students for blended education: a mix of online and in-person education.
Social function
This study shows that education serves an important social function. Sixty percent of students missed social contact with their fellow students and interaction with instructors, particularly during hands-on instruction. Students also feel that the quality of education has declined because, for example, they cannot ask questions during class. Faculty members noticed that online instruction led to a decrease in student engagement. Teachers, in turn, worked many more hours due to the shift to online teaching but missed the contact with colleagues. 45 percent of teachers reported feeling less connected to their colleagues.
Teachers Make a Difference
For students, instructors make all the difference. Students who report feeling much more heard and seen by their instructors than before also report being, on average, more satisfied with the various teaching methods used. There is therefore a correlation between the extent to which students are satisfied with distance education and the way they experience communication with their instructors.
The article on the MBO Today website
You can also read the full article on MBO Today by clicking this link.
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The findings from the survey of 16 educational institutions and more than 5,000 students, faculty, and staff have been made available to everyone so that we can learn together from the COVID-19 pandemic:
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