Development of a learning model for blended collaborative knowledge construction in vocational education

Abstract

Modern education has been evolving based on a growing demand for innovative instructional approaches to serve diverse learning needs. This doctoral research endeavored to meet this demand by developing a “Blended Collaborative Knowledge Construction Learning Model” tailored for vocational education. This model was a combination of blended learning, collaborative learning, and knowledge construction to create an impactful and engaging learning experience for vocational students. The purpose of this research was to create a learning model that effectively integrated both traditional classroom settings and digital learning platforms. The research samples consisted of 30 students from two distinct classes at Zigong Vocational Training College, ensuring a comprehensive understanding of the model's applicability. By employing the rigorous Delphi method, this study gathered insights from experts in the field, providing a solid foundation for the development of the proposed learning model. The research findings revealed that the proportion of students who enhanced self-directed learning capabilities, elevated collaboration skills, and improved creative problem-solving abilities was significantly higher than those who engaged with the “Blended Collaborative Knowledge Construction Learning Model”. The results of this study had significant implications for vocational education. The developed model not only equipped students with theoretical knowledge but also bridged the gap between theory and practical application, which was crucial in vocational fields. The innovative approach allowed students to take charge of their learning process, nurture collaborative skills, and foster a deeper understanding of the subject matter. The findings of this research were useful for educators, institutions, and policymakers in vocational education. By displaying the potential of this innovative learning model, this study provided a framework that could be adapted and adopted to enhance vocational education methodologies. As the educational field continued evolving, the insights gained from this research offered a promising avenue to redefine the learning experience and prepare vocational students to be successful in their chosen fields.