RESUMEN
Considering that teleworking and online training are on the rise following the pandemic, studying how school-life balance affects the development of VET competences in online learning during COVID-19 can provide relevant information to enhance educational equity in the future. A longitudinal study was conducted employing an on-line questionnaire to meet the following aims: to explore the development of cross-disciplinary competences in VET during COVID-19; to identify different students' profiles according to their school-life balance during the pandemic; and, to analyse whether the school-life balance was affecting competency development and propose improvements to training as a result. Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. These results provide a fertile context for VET designers and teachers to generate new learning scenarios that meet all students' potential needs. Supplementary Information: The online version contains supplementary material available at 10.1007/s12186-023-09314-1.
RESUMEN
Understanding vocational learning and transfer is vital to European citizens. We need to understand how transfer works, which factors influence it, and how these factors affect employee behaviour. Research in online training specific to Southern Europe is needed to move the field forward. The Unified Model of Motivation for Training Transfer (MTT) was proposed to understand behaviour change after training. It conceives three phases: (1) forming transfer intentions, (2) actualizing implementation intentions for transfer, and (3) strengthening transfer commitment. We analysed initial transfer intention and transfer following online training in three Spanish organisations. We used an ex post facto prospective design with one group (n = 204). We applied the online version of the Initial Transfer Intention questionnaire (ITI) three days before the training, and the Transfer Questionnaire (TrQ) three to four months after the training. Training consisted of 22 online courses offered by the three participating organisations. A cluster analysis and post hoc analysis were performed. We identified three groups (k = 3), indicating that there were significant differences in the means between employees with low and high intention to transfer. Results showed a greater difference in the factor profile between participants with LowPT and HighPT. We identified common characteristics among people with low levels of transfer; this information can help understand what type of employee will transfer less and provide cues on how to prevent this from happening in future training activities. Limitations and recommendations for research and practice are discussed.
RESUMEN
Numerous studies have been conducted to explore students' employment of motivational and self-regulated learning strategies (SRL). Research highlights the importance of having motivated students equipped with strategies that help them self-regulate their learning, this being highly important when learning is acquired through online learning programs. Nonetheless, such research has been scarce with Vocational Education and Training (VET) students; this is the gap in the literature this paper aims to address. The article analyzes the degree to which VET students employ motivational and SRL strategies by comparing them according to the learning mode chosen. To achieve this, a quantitative approach was adopted to carry out a cross-sectional study. A total of 577 first-year VET students responded to an online questionnaire based on some of the motivational and SRL strategies scale included in Pintrich's model. Statistical analyses were applied to test two hypotheses. Pintrich's model was validated through a confirmatory factor analysis considering its application to Catalan VET students for the first time. The results reveal significant differences between classroom and online students in terms of levels of metacognitive self-regulation and effort regulation when starting a VET program. However, this difference might not be entirely explained by the learning mode chosen. The findings of this study will provide VET researchers and practitioners with a greater understanding of their students' characteristics when starting the program and the means to develop strategies that ensure their engagement throughout the course.
RESUMEN
La finalización de la educación postsecundaria se asocia con un mejor acceso al empleo y es una forma importante de incrementar los índices de calidad de vida de las personas con discapacidad intelectual; y aun cuando los programa universitarios inclusivos han aumentado en todo el mundo, se sabe poco acerca de cómo estos impactan directamente en la calidad de vida de los estudiantes con DI. Objetivo: Conocer cómo la participación en un programa universitario para estudiantes con discapacidad intelectual contribuye a su calidad de vida. Método: Se aplicó la Escala Integral de CDV para personas con DI y del Desarrollo y se analizan los resultados considerando variables de curso, rol y género de los participantes. Resultados: Se observa un incremento en todas las dimensiones de la CDV y en el índice total en los cursos superiores. Los padres evalúan con mejores puntajes todas las dimensiones de la CDV que los estudiantes. Ambos grupos (estudiantes y sus padres) creen que el programa ha contribuido a la mejora de la calidad de vida y manifiestan que hacen falta mayores instancias de participación con pares sin discapacidad. (AU)
Completion of post-secondary education is associated with better access to employment and is an important way of increasing quality of life rates for people with intellectual disabilities; and even though inclusive university programs have increased around the world, little is known about how they directly impact the quality of life of students with ID. Target: Know how participation in a university program for students with intellectual disabilities contributes to their quality of life. Method: The Compre-hensive QOL Scale for people with ID and Development was applied and the results were analyzed considering variables of course, role and gender of the participants. Re-sults: An increase is observed in all the dimensions of the QOL and in the total index in the higher courses. Parents evaluate all QOL dimensions with better scores than stu-dents. Both groups (students and their parents) believe that the program has contributed to improving the quality of life and state that greater instances of participation with non-disabled peers are needed. (AU)