Virtual, Interactive, Real-Time, Instructor-Led (VIRI) Learning Environment for Adult Learners: A Design-Based Research
Tagged: Business Management
1.0 Introduction
The Fourth Industrial Revolution and the development of new technology have caused cultures and professions to adapt and alter. This has significantly impacted education, resulting in several growing breakthroughs in the field. For students to participate appropriately, educators need to be aware of these current trends and their significant implications on the academic climate. Recognizing these tendencies may create more effective learning environments.
1.1 Background
Modern competitive industries have experienced substantial market shifts due to advancing technology, making many outdated jobs obsolete and increasing demand for new knowledge. Indian professionals, who have grown up in a culture that values education, are aware of the need for and are willing to pursue short courses as a means of skill upgrading. Non-graduate techniques with a strong focus on quantifiable outcomes can help students learn more effectively and understand complex subjects. They combine the simplicity of passive online learning with the effectiveness of active learning appeals to adult learners. As a result, all markets have access to online education, and there are good chances of seeing an increase in the number of students taking online courses.
1.1.1 Growing demand for adult learning
Purposeful learning and directed learning are two terms used to describe adult learning, which adults do to learn new information and skills and change their perceptions and behaviours. Adult education can happen in a classroom setting or on your own. According to studies on adult learners, they are goal-oriented, driven by the possibility of career growth, and need flexible learning schedules to accommodate their obligations to their personal lives, jobs, and education (Clemente, 2010). The increase in adult learners in higher education can be attributed to various causes, according to a review of the research. Cite the possibility of moving up the career ladder and into higher-paid professions as the reason for the rise in adult students choosing higher education. People are under pressure to complete higher education because of the economy's ongoing changes and labour market demands. The shrinkage of the blue-collar sector of the labour market is one of the causes (Deggs & Machtmes, 2012).
1.1.2 Evaluation of virtual Andragogy to support adult learning
Andragogy, a term proposed by Malcolm Knowles to describe how adult learning functions, illustrates adult learning strategies. The goal is to encourage adult learners to participate actively in the educational process. Adult learners learn best when they may choose their learning objectives and assume ownership of their education. As a result, Andragogy emphasises learning through active, hands-on methods that engage pupils. Teachers adhering to Andragogy know that every student learns differently and that every learning experience is unique to the individual. Therefore, educators must work with students to adapt instruction to learners' requirements and jointly identify effective learning strategies (Melrose et al., 2021).
Many learning theories have been created based on Andragogy's core ideas. To meet the various needs of adult learners, many teaching techniques and approaches are incorporated within each view. This essay will primarily concentrate on the constructivism and active learning theories of adult learning. Adult learning is meaningful because the teacher's quality, credentials, and evaluation all have a role in how successful the programme will be. Case studies, individual presentations, peer-to-peer roundtable discussions, seminars, open-space courses, and peer-to-peer squares are a few of the several methods of adult education. Adult learning is enhanced by leadership, knowledge, attraction, appreciation, and contemporary techniques. The knowledge and skills necessary for using the tools to implement all of the concepts above should be available to educators. Finally, to expand our professional knowledge and skills in novel and imaginative ways to promote adult literacy.
1.1.3 Application of Virtual Learning Environment in Adult Learning
Online learning settings appear to have a unique capacity for taking into account many of the distinctions in learners that have been previously described, whether personal or connected to maturity and progress. To allow for more personalised, learner-centred learning facilitation, designers and facilitators must use flexible and adaptable approaches and be aware of these potential disparities (Mao & Peck, 2013). It should no longer consider students a homogeneous group who all start from the same knowledge foundation and strive for the same objective. Therefore, to enhance students' abilities in independently acquiring task-relevant knowledge usable for realistic problem-solving, the emphasis should not be on determining the most effective means to transmit knowledge (and later test it) (Zhou & Purushothaman, 2015).
1.1.4 Introduction of VIRI/VILT in Adult Learning
In interactive learning settings, computers enable online access to learning materials. VLEs are a crucial component of the learning environment for the upcoming generation as machine routine spreads throughout society. Virtual Trainer-Led Training has been around for decades but gained popularity in 2019-2020 because of residence orders in the COVID-19 environment. But immersion education is the preferred learning method, especially after a pandemic.
When the instructor and learner are in different places, and the instruction is conducted in a virtual environment, it is known as virtual instructor-led training or VILT. A simulated learning system attempts to imitate a typical classroom to make the online teaching process effective and flexible for learners. One of the strategies for online learning with the quickest growth is VILT. Companies also use VILT as a component of a more comprehensive, blended company-wide training plan for career development, skills training, and workforce onboarding.
The advantages of online learning in terms of time and cost are shared by virtual instructor-led training, as are the benefits of instructor-led training in terms of engagement. However, it is essential to remember that digital instructor-led learning is not either/or. The specific issues that include students in a teacher-led teacher simulation are raised. Virtual classrooms are the closest substitute for traditional classrooms in the current world. When giving a class in person, teachers can observe their students' faces, note nonverbal cues, and gauge their level of dedication in real time. Then, they should improve how they deliver the lecture to ensure they reach most—if not all—of the students participating in the class.
1.1.5 Design-based Approach
Design-oriented research (DBR) has been described as a potent and adaptable methodology that advances educational practices through iterative study, design, creation, and execution. DBR involves collaboration between researchers and practitioners in the real world and yields contextually sensitive design principles and theories. This also goes by design experiments, design research, and educational design research. This study has drawn more attention to educational scientists over the last ten years. This study investigates how students and trainers perceive VILT classes to enhance the soft skill training experience and identify the most effective and satisfying technology and Andragogy for trainers.
1.2 Problem Statement
The instructor-led training component, also known as virtual instructor-led training is one that, given the current global situation, could restore some degree of normalcy to organizational operations and planning (VILT). Traditional learning is constrained by the number of participants, venue expense, learner location, and time constraints. Only a restricted number of students can attend a session dependent on the seating capacity of the venue because instructor-led sessions emphasize face-to-face interactions. Comparatively, the size and number of seats available at a location depend on the rental cost, which in turn depends on the organization's training budget. In contrast to workers, who typically receive an immediate return on their training time investment, employers typically minimize the time spent on training. Studying needs to be prioritized with realism and purpose for adult learners. They prefer to learn independently and do not wish to have teaching imposed upon them. While there are undoubtedly situations where adults need to be prepared (for example, as a requirement for employment or promotion), adults want schooling to have real-world effects on their lives, such as enhancing their sense of self-worth, helping them prepare for a job, or making their life easier. Because of this, the VILT programmers run at the corporate level must be created to meet the needs of adult learners and the ability of the instructors to use androgynous concepts.
1.3 Purpose of the study
The study considers how VIRI platforms should be used to create education and training services for adult learners and how to overcome the limits of instructional testing. It tries to ascertain and assess if some critical performance factors significantly affect learning outcomes and learner satisfaction. In addition, design-based research helps educators and adult learners develop teaching strategies and lesson plans to ensure VIRI is applied more effectively for its services. The study aims to assess the effectiveness of adult learning motivating strategies and develop philosophical approaches in the design of virtual soft skills training. This provides a clearer picture of the instructor's viewpoints and inquiries regarding online tutoring. In addition, the findings will inspire strategies for creating practical online courses, enabling knowledge acquisition for adult learners. It's vital to remember that using technology and Andragogy does not necessarily guarantee success in adult learning environments, learning satisfaction, and beneficial learning outcomes for VIRI (virtual, digital, real-time) training. The main objective of the thesis is to address significant gaps in educational research that affect the development of teaching and learning initiatives utilising VIRI platforms for soft skills training. This study attempts to understand better how adult learners' learning performance—particularly in soft skills—is impacted by using VIRI.
1.4 Research Objectives
The study concentrated on two main research issues and several related subquestions.
1.How do instructors and students view VIRI sessions as a learning experience for enhancing their soft skills?
2.How can we create and deliver programmes to teach soft skills to adult learners using technology like virtual, interactive, real-time, instructor-led (VIRI) platforms?
3.How, specifically about developing soft skills, do trainers believe that shortly, developing technology may alter existing practice?
4.How can the various learning activities and qualities of VIRI aid learners in acquiring soft skills?
5.How do users of these tools for learning and developing soft skills view and describe their learning experiences?
1.5 Significance of the Study
Over time, changes have been made to instructional strategies, modalities relating to the supply of instructional resources, and the way that teaching were carried out to adapt to changes in curriculum and student standards, evolving societies, as well as the potential utility of new technologies. Andragogy can be the experiment facilitator for unconventional approaches and instructional formats like VLE. This would include creating a learning environment that is sufficiently exciting to enhance the learner's ability to think critically and learn important information. The ecosystem for VLEs nowadays is extensive and widely used.
1.6 Scope of the Study
This review will conduct interviews with individuals who attend soft skills education classes held in a simulated learning environment. Themes provide programs for inspiration and teamwork, like highly productive human behaviours. About 20 adult students make up the sample size. A targeted sampling strategy was used to choose the study's participants. Until the participants' findings are acquired, the results are thematically assessed by determining trends and themes. This kind of design-based analysis explores the values and goals of adult learners in a virtually lean environment for effective learning outcomes. It also addresses how they perceive VIRI courses to improve the learning experience for soft skills using a social constructionist epistemology. It places a strong emphasis on education in an almost empty atmosphere. Finally, the researcher discussed a subject and tried to clarify the participants' context and meaning. Finally, from the viewpoint of social constructivism, the problem is presented. Finally, the researchers define the primary instructional strategies used to clarify the nature of this research using the term Virtual, Interactive, Real-time, and Instructor-Led (VIRI).
References
Clemente, K. A. (2010). Experiences of Adult Students in Multi-Generational Community College Classrooms. ERIC. https://eric.ed.gov/?id=ED519139
Deggs, D., & Machtmes, K. L. (2012). The influence of higher education on working adults’ anticipated independent and self-directed learning activities. PAACE Journal of Lifelong Learning, 21, 23–37. https://www.academia.edu/download/50966292/Deggs.pdf
Mao, J., & Peck, K. (2013). Assessment strategies, self-regulated learning skills, and perceptions of assessment in online learning. Quarterly Review of Distance Education, 14(2). https://sisu.ut.ee/sites/default/files/opikasitus/files/jin_peck_2013._assessment_strategies_self-regulated_learning_skills_and_perceptions_of_assessment_in_online_learning.pdf
Melrose, S., Park, C., & Perry, B. (2021). Creative clinical teaching in the health professions. Athabasca University Press.https://books.google.com/bookshl=en&lr=&id=zBJDEAAAQBAJ&oi=fnd&pg=PR1&dq=Melrose+S,+Park+C,+Perry+B. +Creative+clinical+teaching+in+the+health+professions.+Athabasca:+EPUB-FHD.Pressbooks%3B+2015&ots=OMrfaW4AXi&sig=N9wQg-lZJFCl5lblrIrTmp7TCqQ
Zhou, C., & Purushothaman, A. (2015). The need to foster creativity and digital inclusion among women users in developing context-addressing second order digital divide in online skills. International Journal of Emerging Technologies in Learning (Online), 10(3), 69. https://core.ac.uk/download/pdf/234940612.pdf
