3 November 2021
The pandemic has forced the implementation of online training in all educational fields. How has it affected employment training?
Until the pandemic, training entities in Catalonia primarily delivered professional certificates through in-person methodologies; few were accredited to offer them via e-learning. The entities’ experience with online methodology up to that point was based on delivering specialized training for workers and company-programmed training.
With the state of alarm, entities, thanks to the flexibilization measures by the Public Employment Service, the Catalan Employment Service, and the Consortium for Continuous Training of Catalonia, re-established the delivery of ongoing in-person training programs through virtual classrooms and e-learning. The virtual classroom was established as a substitute for the in-person modality, especially for professional certificates and specialized training that did not require practical sessions in their training programs. The e-learning modality was used by entities that had the corresponding accreditation for professional certificates and for those specialized training courses for which they had the digital content specified by the reference program.
What are the most commonly used online training modalities and what are the differences between them?
Online training modalities are diverse; regarding vocational training for employment (FPO), we can make two broad distinctions. Virtual classroom training, which takes place in real-time (synchronously) using videoconferencing systems such as Teams, Zoom, Cisco Webex, Go-To Meeting, among others, and e-learning methodology training, which takes place asynchronously through open-source online learning platforms like Moodle and Chamilo,… or commercial Elearning platforms such as BlackBoard, eDucativa, and FirstClass…
Today, virtual learning environments (VLEs) allow for the use of more flexible methodologies in the development of training activities, combining in-person meetings, virtual classrooms, and e-learning.
A VLE is an online space with restricted access for students and trainers that facilitates the teaching-learning process between students and trainers, incorporating communication, learning, organization, and management functionalities.
What are the advantages and disadvantages of virtual classroom training?
The most relevant advantages of virtual classroom training are the development of digital competencies for both trainers and students, enriching part of the teaching-learning process. Additionally, it saves on travel and time, allows access to training from anywhere, and provides real-time availability of participants, generating synchronous communication, and resolving doubts and incidents during sessions.
Regarding the disadvantages, one is the need for both trainers and students to have a minimum technological capacity in using the tools and resources integrated into the VLE. It also makes it more difficult to monitor student motivation, reduces the social relationships established in traditional classrooms, and requires an initial investment by training entities in implementing the resources and tools that make the virtual classroom possible.
What are the advantages and disadvantages of e-learning?
Regarding the e-learning modality, the main advantages to highlight are the possibility of combining training with other activities such as work, other studies, family,… Learning is personalized; the student decides when and how they want to study, improving academic performance and self-motivation. The student develops skills in information retrieval and self-assessment management, and absenteeism data improves due to the flexibility of scheduling and travel arrangements.
The main disadvantages of e-learning are that it requires greater willpower, independence, responsibility, and self-motivation from individuals, greater difficulty in finding information if appropriate tools are not used or if the training is not designed with a good structure, and if there are no professionals to support the teaching-learning process. Technological issues for students, trainers, and entities must also be considered, as they need to invest in selecting updated content, training for involved professionals, and connection equipment with adequate technological requirements.
How do you think online modalities will evolve in vocational training for employment (FPO)?
My wish is that online modalities integrate qualitatively into the development of FPO training programs. This wish is based on the effort of all involved agents: public administration, training entities, trainers, and students.
The administration must review the subsidizable hourly cost for this methodology and permanently guarantee its flexibility. Training entities must invest in quality virtual learning environments that allow the use of flexible methodologies within the same training action and commit to making a careful selection of updated digital content, providing personalized responses to students and the labor market. Trainers must commit to updating their skills in using tools and resources that enable dynamic, motivating, and high-impact sessions. Students must commit to participation and achievement once selected for a training action.
Autoocupació’s motto is ‘I am what I want to be.’ And you? Are you?
Yes, I am what I want to be!
I started working in the FPO sector more than 20 years ago, and I have had the opportunity to participate in many projects, with very different people, entities, and companies. Two years ago, I decided to become an independent professional and address the specific needs of training entities and companies. I love thinking about a project, designing it, and making it grow, surrounded by professionals and entities who have the spirit to do things a little better every day.
