Firefighter learning at a distance – a longitudinal study
[Correction added on 15 June 2017, after first online publication: Reference citations “cf 1, 2, 3, 4” were replaced with the appropriate citation for articles by Holmgren. Details of these citation are added to References section in this version.]
Abstract
This article presents a summary analysis of a 5‐year study on the implementation of a technology‐supported distance firefighter training programme in Sweden, focused on the firefighter students' learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self‐directed and goal‐oriented learning, supported by the revised and technology‐supported training design. During the dissemination phase, when many technology‐inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students' learning processes.
Lay Description
What is already known:
- Implementation of net‐based learning often results in established views about knowledge and learning among teachers being challenged and conflicts arising.
- Proper design of net-based programs and teachers' tutoring support is essential for distance students' motivation and learning.
- Technical and pedagogical support structures and time for critical collegial reflection are needed in order to change established views of technologically‐supported learning.
- Some subject areas in blue light training programs can be made more efficient and effective using digital technologies.
What the paper adds to this:
- Prevailing attitudes and views in the professions can have a strong impact on professional training programs, which may result in increased conflicts in connection with the implementation of net‐based learning. However, such conflicts can also be a strong driving force for teachers and students to change and improve the conditions of learning.
- A goal‐oriented program design incorporating a clear division of responsibility between teachers and students can result in students on net‐based training programs developing a self‐directed and goal‐oriented approach to learning.
- Long‐term goals and sustainable support structures are necessary in the implementation of net‐based learning in order to achieve sustainable change.
- Net‐based learning can improve students' learning during preparations for exercises and make exercises more efficient and effective.
Implications for practitioners:
- Prior to implementing a net-based program and the planning of support structures, it is recommended that an analysis be made of attitudes and suppositions on which the teaching will be based, as well as of the needs of the training program and its participants. It is also important to ensure that the teachers are actively involved in the implementation process.
- In the implementation of net-based learning, it is recommended that the design process should take as a starting point the intended learning outcomes and then be focused on creating goal‐oriented learning activities and choosing suitable digital tools, i.e. the intended learning outcomes and the pedagogy should govern the choice of the digital technologies.
- It is recommended that long-term goals be set and sustainable pedagogical support structures in the form of continuing education, mentorship and collegial reflection schemes be provided for teachers involved in professional training programs.
- Active dialogues between the program management, teachers and students are recommended with a view to increasing the understanding of the students' net‐based learning processes and promoting their active participation in the program.
