A4 Refereed article in a conference publication
Innovating Blended Learning Model for Professional Education in Manufacturing
Authors: Krajnik, Peter; Hoier, Philipp; Laakso, Sampsa
Editors: Kohl, Holger; Seliger, Günther; Dietrich, Franz; Mur, Sebastián
Conference name: Global Conference on Sustainable Manufacturing
Publisher: Springer Nature Switzerland
Publication year: 2025
Journal: Lecture Notes in Mechanical Engineering
Book title : Sustainable Manufacturing as a Driver for Growth: Proceedings of the 19th Global Conference on Sustainable Manufacturing, December 4–6, 2023, Buenos Aires, Argentina
Journal name in source: Lecture Notes in Mechanical Engineering
First page : 109
Last page: 117
ISBN: 978-3-031-77428-7
eISBN: 978-3-031-77429-4
ISSN: 2195-4356
eISSN: 2195-4364
DOI: https://doi.org/10.1007/978-3-031-77429-4_13
Web address : https://doi.org/10.1007/978-3-031-77429-4_13
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/491712703
Advancements in technology and the increasing prevalence of digitalization in industry require a new approach to professional education. The primary objective is to enhance the skills of working professionals, ensure content is relevant to industry needs, increase learner engagement, and optimize learner and instructor efficiency. To achieve these goals, a new methodology is proposed, utilizing constructive alignment, outcome-based education, and blended learning strategies. This approach incorporates asynchronous digital learning, synchronous online lectures, and interactive debriefing sessions, providing an engaging blend of self-paced learning and active, instructor-led experiences. Evaluation results show an improved course structure and a positive learning experience, despite initial implementation challenges. While not exclusively designed for sustainable manufacturing education, this approach offers innovative learning pathways and has the flexibility to integrate specific modules, such as those related to sustainability. Based on evaluation feedback and measurable learner outcomes, ongoing refinements to this model suggest a promising shift in the approach to professional education within the manufacturing sector.
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Funding information in the publication:
The authors are grateful for the opportunity to extend the testing of blended learning beyond Sweden—reaching Austria, Spain, and the Czech Republic. This was made possible due to the funding provided by the EIT Manufacturing program for the project “22194—Hybrid Learning Paths for Professional Education in Manufacturing”.
