Development of A Learning Model for Blended Collaborative Knowledge Construction in Vocational Education

Abstract

Vocational Education readies students for specific careers and industries. A robust learning approach is crucial to meet modern workforce demands and foster knowledge exchange. This article introduces the origination of a Learning Model for Blended Collaborative Knowledge Construction in Vocational Education. This model merges methods from blended learning with collaborative strategies for constructing knowledge, fuelling student engagement, skills acquisition, and shared knowledge creation. The research utilizes the Delphi method to accumulate convincing proof for learning models prioritizing blended collaboration in knowledge generation. The sample pool comprises 60 students spanning two Zigong Vocational Training Institute classes, gathered via selective sampling. Data collection involved pre and post-testing of the student’s performance in the experimental and control groups, reinforced by the satisfaction survey from the experimental group. Data analysis employed statistical tools like percentages, means, standard deviations, and the t-test for related samples. The study found that pretest scores and SPSS data analysis showed that the f-test significant value is .702, which exceeds .05. This implies that, under the assumption of equal variance, the mean equivalence t-test findings for the first row of data, as shown in the table above, show that the experimental class averages 81.02 and the control class 81.05. The experimental and control groups' pretest scores are not significantly different, as the computed p-value of  .984 is larger than .05. Thus, teaching practice is reasonable. The experimental group's student satisfaction measure averaged 4.27, ranging from 4.10 to 4.43, indicating that students are content with their academics. The control group's student satisfaction measure averaged 2.87, ranging from 2.50 to 3.10, indicating low satisfaction with learning. Students in a vocational education setting were compared using a hybrid collaborative knowledge creation learning model, demonstrating its potential to enhance student satisfaction and outcomes.