A meta-analysis of COVID-19: Challenging Australias Vocational Education sector

Matthew Pearson

doi:10.12928/joves.v3i2.2547

Authors

Matthew Pearson University of Central Queensland http://orcid.org/0000-0001-7626-6719

DOI:

https://doi.org/10.12928/joves.v3i2.2547

Keywords:

vocational education, digital, learning

Abstract

With the advent of the digital age, vocational education and associated policy documents can create an awkward marriage for the student and educator. For the student, the move to an online platform of learning containing digital tools is more than just mastery of a program but requires support, to resolve the financial costs and connectivity issues associated with learning in isolation. For the educator, online platforms provide a challenge not only will they became a student to learn the new platform. The educator confronted with new or unfamiliar pedagogical practices vastly different from their past learning experiences. However, the digital divide is complexing with no one issue attributing or resolving the digital divide.

Author Biography

Matthew Pearson, University of Central Queensland

Teacher

Faculty of Health Medical and Applied Sciences,

College of Science and Sustainability

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