VET experiences in online teaching during Covid-19 pandemic in Luxembourg
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VET experiences in online teaching during Covid-19 pandemic in Luxembourg

VET experiences in online teaching during Covid-19 pandemic in Luxembourg

Many changes have occurred in the world of employment and vocational training during the 1990s. Globalisation, as well as scientific and technical advancements, are altering our perceptions of education.

Luxembourg’s education system previously featured online learning and technology, but eliminating the classroom atmosphere flipped teaching conventions on their heads. Parents were active participants in the process suddenly. In mid-April 2020, schools were closed. To pave the path forward, the government developed home-learning platforms and support services very soon after the closures.

During the epidemic, the usage of internet platforms for training increased. TVEC has permitted open access to e-resources during the pandemic, which is critical in minimizing the danger of COVID-19 transmission. Furthermore, while some TVET institutions reopened for face-to-face training in June 2020, others remained closed owing to the partial shutdown and rely on online technology. COVID-19 compelled students to continue their education and training online, a method of instruction that is not entirely new to the Luxembourg TVET sector.

Accountability and supervision are advantages of classrooms that are run in the style of a seminar and discussion. Students may not examine course material if left to their own devices, which is a prevalent difficulty in digital learning. Worse, students may resent having to conduct courses on their own time rather than taking advantage of the “holiday” from their daily obligations that an in-person class provides.

As a result, it becomes critical and a major task to keep our students motivated to complete the course and, more importantly, to make them enjoy the learning process.

There are no geographical or time constraints with digital learning. When it comes to face-to-face learning, the location restricts the number of participants to those who are able to participate in the region. In digital learning, however, this is not the case. There are no physical restrictions with digital learning, and the student can attend sessions whenever and wherever he or she is most comfortable. When compared to traditional learning, digital learning is a more engaging experience. A course can be developed in such a way that it is interactive and enjoyable through the use of multimedia in digital learning. Even more recently developed gamification strategies can be employed to boost the engagement factor. When compared to traditional learning, digital learning is a more cost-effective option.

All participants mentioned the use of homework packages that would be used from home during the pandemic. Additionally, some VET schools offer additional training to students who are weaker in order to help them gain more knowledge as to how they would access the distance-learning services. The IT department and technicians helped with the process of moving to online training, and teachers helped each other with practical advice. The process was overall very smooth because for most participants, online learning was already known, while for some trainers (mostly older) it was extremely difficult to learn.

To guarantee that online vocational training is valued in the labor market, effective assessment techniques and certifications are developed. Online training courses are increasingly including tests, quizzes, and evaluations. They aid in the consolidation of learning and the evaluation of the course’s success. The use of digital badges, which are portable visual tokens holding information about the person, the abilities he or she has gained, and the badge issuer, is a new approach in the field of certification.