During the Covid-19 lockdown regulations, all assessors at KYP Training have contacted every learner at least once a month by phone and also by regular email contact. Learners have been given one-to-one support and guidance for each unit completed and thorough feedback to help their journey and increase knowledge and understanding.
According to DG Allo (2020) the purpose of the study was to investigate the learners’ perception on Online Learning System in the midst of a COVID-19 pandemic. Pedagogically, before the pandemic occurred, lecturers provides lectures through face to face. Lecture material is explained by the lecturer in front of the class, then followed by interaction by giving the student feedback, and usually there is a task at the end.
‘students agree and like to study with group discussions, but awareness of this pandemic will suggest giving task in the form of individual duties. According to the learner, with individual assignments will make them more focus work and pour ideas on their task’(DG Allo, P5 2020).
In the case of KYP service delivery, with the aid of an e-portfolio One file system, telephone calls, what’s app messaging and email, KYP have encouraged reflective practice. This has provided an opportunity to support individual Home Managers to engage in the learning process enabling learners to develop skills and knowledge which they put into practice in the workplace. Learners and Managers have been supported to provide the required Expert Witness Testimonies under the guidance of the Assessor. This has been used to confirm their work practice and competence when working in the home over a set period of time. Popovici and Mironov (2014) discussed that students are deeply aware of the changes brought over by the digital technologies, by their impact on the learning process.
Due to this increased contact, Managers who work with KYP are now more understanding of the Diploma and Apprenticeship process and are gaining knowledge themselves about the knowledge, skills, and behaviours that learners require to meet the criteria of the Standards. Managers are more involved and are able to work with the learners to provide the performance evidence and recognise any gaps in knowledge. The ADKAR organisational change model (Hiatt, 2006) is focused on the needs of the individuals: Awareness of the need for change (easier in response to the COVID reality); have the Desire to participate in and support the change (such as motivated by self-directed life-long learning); have the Knowledge necessary for change (including where and how to find a suitable technology platform and learning to use appropriate tools for delivery and assessment); Ability to implement required skills and behaviours (including practice with both giving and receiving feedback); Reinforcement to sustain the change (such as program evaluation). The ADKAR model needs to be addressed from the perspective of both learners and educators. As an example, Delgaty (2015) described an action research project where they implemented a distance education module consisting of many of the elements that we will describe in this article, including independent activities, wikis and discussion forums enabling both individual and group tasks. They identified a diverse set of roles that were required for effective implementation, including administrator, manager, content expert and online facilitator. KYP post COVID -19 will continue to provide our revised service delivery to learners and managers. It has demonstrated macro groups learners may become lost in the fog of continuous information discussed without a learner intervention towards understanding or reflection. (Anseel, F., & Ong, M. (2020) ) Regular contact and involvement with each individual Manager has proved very successful and motivating for the learners and has made for more robust assessments. Skills, knowledge and behaviours are more interlinked throughout the process leading to more confidence when working with individuals.
References Anseel, F., & Ong, M. (2020). Reflection: Behavioral Strategies to Structure and Accelerate Learning from Experience. Allo, M. D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10. Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., … & Pusic, M. (2020). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish, 9.
According to DG Allo (2020) the purpose of the study was to investigate the learners’ perception on Online Learning System in the midst of a COVID-19 pandemic. Pedagogically, before the pandemic occurred, lecturers provides lectures through face to face. Lecture material is explained by the lecturer in front of the class, then followed by interaction by giving the student feedback, and usually there is a task at the end.
‘students agree and like to study with group discussions, but awareness of this pandemic will suggest giving task in the form of individual duties. According to the learner, with individual assignments will make them more focus work and pour ideas on their task’(DG Allo, P5 2020).
In the case of KYP service delivery, with the aid of an e-portfolio One file system, telephone calls, what’s app messaging and email, KYP have encouraged reflective practice. This has provided an opportunity to support individual Home Managers to engage in the learning process enabling learners to develop skills and knowledge which they put into practice in the workplace. Learners and Managers have been supported to provide the required Expert Witness Testimonies under the guidance of the Assessor. This has been used to confirm their work practice and competence when working in the home over a set period of time. Popovici and Mironov (2014) discussed that students are deeply aware of the changes brought over by the digital technologies, by their impact on the learning process.
Due to this increased contact, Managers who work with KYP are now more understanding of the Diploma and Apprenticeship process and are gaining knowledge themselves about the knowledge, skills, and behaviours that learners require to meet the criteria of the Standards. Managers are more involved and are able to work with the learners to provide the performance evidence and recognise any gaps in knowledge. The ADKAR organisational change model (Hiatt, 2006) is focused on the needs of the individuals: Awareness of the need for change (easier in response to the COVID reality); have the Desire to participate in and support the change (such as motivated by self-directed life-long learning); have the Knowledge necessary for change (including where and how to find a suitable technology platform and learning to use appropriate tools for delivery and assessment); Ability to implement required skills and behaviours (including practice with both giving and receiving feedback); Reinforcement to sustain the change (such as program evaluation). The ADKAR model needs to be addressed from the perspective of both learners and educators. As an example, Delgaty (2015) described an action research project where they implemented a distance education module consisting of many of the elements that we will describe in this article, including independent activities, wikis and discussion forums enabling both individual and group tasks. They identified a diverse set of roles that were required for effective implementation, including administrator, manager, content expert and online facilitator. KYP post COVID -19 will continue to provide our revised service delivery to learners and managers. It has demonstrated macro groups learners may become lost in the fog of continuous information discussed without a learner intervention towards understanding or reflection. (Anseel, F., & Ong, M. (2020) ) Regular contact and involvement with each individual Manager has proved very successful and motivating for the learners and has made for more robust assessments. Skills, knowledge and behaviours are more interlinked throughout the process leading to more confidence when working with individuals.
References Anseel, F., & Ong, M. (2020). Reflection: Behavioral Strategies to Structure and Accelerate Learning from Experience. Allo, M. D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10. Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., … & Pusic, M. (2020). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish, 9.
