Apprentices in Construction in NZ – Engaging in the online environment

Digital technologies have revolutionised the way we access and use information, including how we learn and train to do new things. The skills required to fully engage in technology are now essential life skills. For Te Pukenga-BCITO apprentices this digital shift has meant a move to an online tool to enhance communication with training advisors and support the training process. This report explores the online learning journey of Te Pukenga-BCITO apprentices, which commenced in 2021 through the MyBCITO Learning Management System (LMS). It highlights apprentices’ transition to the digital realm for communication with advisors, engaging in quizzes, and accessing written resources. The project aimed to comprehensively investigate the online learning experience, focusing on understanding the influence of technology, barriers, and facilitators to digital learning, the correlation between low literacy/numeracy skills and digital literacy, and proposing enhancements for a digital environment to optimize support for workplace learning.

Of particular interest in this study is: (1) access to appropriate devices; (2) access to the internet or connectivity; and (3) timely support with online engagement. These sit alongside digital skills underpinned by general literacy and together they make up the four ‘wrap arounds’ which when present act to enable online engagement. However, if any one of the four is absent or inadequate this can be a barrier to effective engagement. Strong learner agency and strong general [language, literacy, numeracy] LLN skills are fundamental to being able to take full advantage of online engagement. The existing practices of assessment of these skills and initiatives to address skill development must continue. A process to inform specific digital skills support does not currently exist and must be developed in the medium-term. The reports makes recommendations to: (a) enhance the online experience of apprentices; (b) ensure access to the internet, devices and other resources; and (c) further investigate barriers for apprentices who do not engage online.

Recommendations

The eight recommendations of this report are presented below. Some reflect existing processes which will continue to enable online experiences, while others provide a medium-term goal towards enhancing online learning and training experiences.
Support initiatives, informed by diagnostic assessment, and designed to address literacy and digital skills development, and technology know-how, are a priority and must be provided as part of Te Pūkenga-BCITO training.
It is recommended that to enhance the online experience of apprentices:
1. The structured process continues to be used to identify the general literacy, language and numeracy skills of an apprentice.
2. The ongoing support initiatives continue to address individual LLN needs, including the development of learner agency.
3. A structured, standardised process is developed in a timely way, using a collaborative approach within Te Pūkenga-BCITO and implemented to ensure that digital skills are assessed in the early stages of an apprentice’s training to inform appropriate digital support requirements.
4. A process to provide appropriate digital skills training is developed and promoted to apprentices throughout their qualification.
Regarding access to the internet, devices and other resources it is recommended that to enhance the online experience of apprentices:
5. A process is developed and implemented to determine where access to the internet and/or fit-for-purpose devices is restricted due to factors including affordability. Where access to either or both is restricted, the process allows for connectivity and the use of a device to be made available for the purpose of training and learning.
6. Consideration is given to continuing to make available, and supply, paper-based resources to apprentices when training information is text-dense, or a hard copy best meets the learning needs of an individual.
7. The function of MyBCITO and resources available on the platform continue to be developed to increase effectiveness of online learning capability.
For Te Pūkenga-BCITO apprentices who do not engage with MyBCITO, it is recommended that to enhance understanding of enablers and barriers for this group:
8. Further investigation is conducted with apprentices who do not engage online to gain more insight into barriers to their online engagement.

Chosen excerpts by Job Market Monitor. Read the whole story @  Engaging apprentices in the construction industry in the online environment » Ako Aotearoa