A closer look at how work placement learning influences student engagement in practical skills acquisition

2021 ◽  
pp. 1-14
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Anthony Chukwuma Nwali ◽  
Charles Odu Ogbaekirigwe ◽  
Chucks M. Ezemoyi ◽  
Beatrice Adanna Achilike
Keyword(s):  
Student Engagement ◽  
Practical Skills ◽  
Skills Acquisition ◽  
Work Placement ◽  
Placement Learning

Collaborative learning and student engagement in practical skills acquisition

2021 ◽  
pp. 1-10
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Sunday Mlanga ◽  
David Oluseyi Oyerinde ◽  
Nathaniel Oladele Olaniyi ◽  
Marcel Ezemoyih Chucks
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Practical Skills ◽  
Skills Acquisition

Practical skills acquisition during the houseman yearz

2003 ◽  
Vol 37 (4) ◽  
pp. 387-387
Author(s):  
Brian Little ◽  
Somaiah Aroori ◽  
Scott Lucy ◽  
Jon Clarke
Keyword(s):  
Practical Skills ◽  
Skills Acquisition

The Development of Skill Knowledge in Conservation

2019 ◽  
Vol 40 (3-4) ◽  
pp. 287-310
Author(s):  
Irene Brückle
Keyword(s):  
Problem Solving ◽  
Conservation Education ◽  
Practical Skills ◽  
Skills Acquisition ◽  
Emergency Case ◽  
Skill Levels ◽  
Guided Learning ◽  
Fundamental Part ◽  
Explicit And Implicit Knowledge ◽  
Psychology And Medicine

Abstract In conservation, the practical ability to implement treatment on objects of cultural heritage requires skills as an essential part of conservation expertise and constitutes an fundamental part of learning in conservation education. The acquisition of practical skills, which include cognitive and practical elements, is governed by laws that are primarily explained by means of organizational psychology and medicine where they have evolved in the form of step models. Stages of explicit and implicit knowledge are distinguished as well as factual-theoretical and practical-performative knowledge. Forms of learning are, in addition to guided learning, the experiment, the emergency, case studies and implicit forms of problem solving. The development of the expert can also be traced by the development of practical skills in five stages from beginner to expert. The stages of skills acquisition can be explained by reference to the European Qualifications Framework for Lifelong Learning (EQF) and the skill levels defined by the European Confederation of Conservator-Restorers’ Organizations (E.C.C.O.).

Potential pathways for proficiency training in computer maintenance technology among prospective electronic technology education graduates

2020 ◽  
Vol 62 (2) ◽  
pp. 100-115
Author(s):  
Samson Onyeluka Chukwuedo ◽  
Theresa Chinyere Ogbuanya
Keyword(s):  
Self Efficacy ◽  
Skills Training ◽  
Training Model ◽  
Practical Skills ◽  
Skills Acquisition ◽  
Electronic Technology ◽  
Content Type ◽  
Fields Of Study ◽  
Vocational Support ◽  
Computer Maintenance

Purpose The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students. Design/methodology/approach Quasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy. Findings The result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient). Research limitations/implications All possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study. Practical implications This study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study. Originality/value To the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.

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