{"id":54897,"date":"2026-08-24T11:52:07","date_gmt":"2026-08-24T09:52:07","guid":{"rendered":"http:\/\/www.turner.nl\/uncategorized\/consultancy-nl-vocational-students-and-teachers-100-online-education-doesnt-work\/"},"modified":"2026-08-24T11:52:11","modified_gmt":"2026-08-24T09:52:11","slug":"consultancy-nl-vocational-students-and-teachers-100-online-education-doesnt-work","status":"publish","type":"post","link":"https:\/\/www.turner.nl\/en\/education\/consultancy-nl-vocational-students-and-teachers-100-online-education-doesnt-work\/","title":{"rendered":"Consultancy.nl | Vocational students and teachers: \u201c100% online education doesn\u2019t work\u201d"},"content":{"rendered":"\t\t
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Corona Lessons<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Consultancy.nl | Vocational students and teachers: \u201c100% online education doesn\u2019t work\u201d<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Consultancy.nl highlights the study conducted by Turner on the lessons learned from the COVID-19 pandemic, which surveyed 5,000 students, faculty, and staff members from sixteen educational institutions. Read the full article written by Consultancy.nl. <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Vocational high school students and teachers: \u201c100% online education doesn\u2019t work\u201d<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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For many students, online education has been the norm for quite some time. Although distance learning has offered numerous benefits for both students and instructors, 100% online education is not desirable. This is according to a study by the management consulting firm Turner. <\/p>

For the study, researchers at Turner surveyed approximately 2,400 vocational education students and 2,600 vocational education teachers about their experiences with education during the COVID-19 crisis. The main conclusion is that, according to the majority of students and teachers, 100% online education is undesirable. However, opinions differ between teachers and students regarding the exact reasons for their objections. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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In general, students rate project-based and hands-on learning, as well as interactive teaching methods used in class, less favorably. Additionally, at half of the institutions, students have negative views about the class schedules: they complain about unclear schedules, poor communication, and classes that overlap. <\/span><\/p>

\u201cStudents also say they miss having sufficient structure in their schedules,\u201d according to the researchers. \u201cFurthermore, students say they regret that large portions of their Education have sometimes been canceled.\u201d <\/p>

In addition, many students report that while they can reasonably follow education from home, they do experience a lot of distractions, such as from family members or roommates. Many students also report finding it difficult to motivate themselves and organize their schoolwork: \u201cStudents say that, in general, they are not learning as well as they did before the COVID-19 crisis and are less able to apply what they\u2019ve learned and put it into practice.\u201d <\/p>

Still, it is difficult to draw a clear-cut conclusion about how satisfied students are with education on distance, as Turner\u2019s experts emphasize: \u201cThat\u2019s because of the wide variation in the responses. There are groups of students who are very satisfied with online education, while there are also groups who are, in fact, very dissatisfied with distance education. And differences exist within institutions, across grade levels, and across educational levels.\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Instructors say they have grown more proficient in delivering online instruction recently and, moreover, view certain digital teaching methods as adding value to traditional education. Examples include online explanations and instruction, which often better align with students\u2019 learning styles and needs. In addition, teachers say that providing personalized instruction is easier through online channels. <\/span><\/p>

\u201cAccording to instructors, it\u2019s easier to provide additional individual guidance to certain students online,\u201d the researchers explain. \u201cIn addition, communication via a chat program is more accessible, which helps build a relationship of trust between students and instructors.\u201d <\/p>

On the other hand, teachers are currently dealing with a heavier workload. \u201cPreparing and delivering distance education takes more time than in-person education. Eighty percent of teachers report spending more time now on lesson preparation, teaching, or organizing tests and exams.\u201d <\/p>

Furthermore, teachers find delivering distance education more challenging. For example, they are generally dissatisfied with conducting interactive lessons and hands-on training via online platforms. \u201cThis may be due to the more complex interactions that must take place in such work and teaching environments. How do you replace the workshop or the training kitchen? And how do student hairdressers find models? That\u2019s not so easy.\u201d <\/p>

The researchers note that they encountered \u201cextremely creative solutions,\u201d in which teachers \u201ccertainly did not choose the easy way out.\u201d \u201cFor example, teachers from hospitality programs filmed themselves in a liquor store to teach product knowledge about beverages. Students in culinary programs cooked meals at home, had their roommates evaluate them, and filmed the entire process. Instructors in a motor vehicle program used a webcam to observe their students\u2019 cars and provided immediate guidance.\u201d <\/p>

Furthermore, about 75% of faculty members have had negative experiences with schedules while teaching remotely in recent months. These include, for example, schedules that changed without any prior consultation, or scheduled appointments that were not feasible. Several teachers also reported that it was not always clear to them which scheduled classes and meetings would take place and which would not. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The Future of Online Education<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\tLooking ahead, students once again appear to have widely differing opinions about education at a distance. \u201cWithin every institution, there are large groups of students who see no value in distance education. But there are also groups that prefer 100% online education. On average, students say they want to take 30 to 50% of their courses online and from any location in the future.\u201d \n\nStudents are also divided on the extent to which they want to take exams online in the future. \u201cAt some institutions, students indicate they want to take an average of 50% of their exams remotely, while at others, 30%. Responses vary widely across all institutions. Notably, a fairly large group indicates that they do not want to take any remote exams at all.\u201d \n\nInstructors believe that the benefits they see in distance education can be effectively leveraged in the long term. For example, they note that the online platform works very well for certain types of instruction. This is particularly true for lectures and instructional classes, because students can play videos at a time that suits them and pause or rewind them when they don\u2019t fully understand something. \u201cLecturers also see opportunities to work more efficiently because online course materials can easily be reused,\u201d says Turner. \n\nStill, teachers also point out the drawbacks of online teaching. For example, when teaching remotely, it is more difficult to assess which students need extra attention. In addition, they note that remote teaching fails to fully realize the socializing function of Education, which they view as a negative development. \u201cTeachers and students miss each other,\u201d conclude the researchers at Turner. \t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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