Development of an Online Supervision Management Model with Distance Learning to Enhance the Learning Capacity of Bilateral System Students in Workplace Experience Training at Khmer Reap Technical College

Abstract

            This research article had three objectives: (1) to investigate the problems, needs, and perceptions regarding online supervision integrated with supplementary distance instruction for enhancing the learning competencies of dual vocational education students; (2) to design and develop a model of online supervision integrated with supplementary distance instruction to strengthen the learning competencies of dual vocational education students at Khemarat Technical College; and (3) to evaluate the effectiveness of the proposed model. The target population comprised 125 administrators under the Office of the Vocational Education Commission, 5 administrators of Khemarat Technical College, 25 heads of dual vocational programs, 63 supervising teachers, 63 in-company mentors/trainers, and 760 dual vocational students undertaking work-integrated learning 1,041 participants in total together with 15 subject-matter experts. Research instruments included questionnaires, rating scales, opinion surveys, satisfaction surveys, competency assessment forms, and focus group discussion records.

            Findings were as follows: 1) Regarding the problems and essential needs of institutions in managing online supervision alongside supplementary distance teaching: the current supervision process features clear steps from advance scheduling, at least monthly supervision, provision of a shared consultation space, to post-activity evaluation. However, technological and communication constraints persist, including the absence of a standard online system for monitoring and assessment, inconvenience in using paper-based internship logbooks, discontinuous coordination, and unstable internet access in remote areas, necessitating ad hoc communication channels. The synthesized management model for online supervision integrated with supplementary distance teaching comprises four dimensions: (1) Inputs supervisor guidelines, an online support system, and supplementary distance instruction; (2) Process five stages: planning, orientation/clarification, guided implementation (coaching), evaluation, and reflection; (3) Outputs supervision quality, an operational online support system, and students’ learning competencies; and (4) Feedback for continuous improvement. The model is expected to increase monitoring efficiency, better connect learning with real work, and elevate students’ readiness for the labor market. 2) For the design and development of the management model: (1) the model’s correctness and suitability were at a high level; (2) the appropriateness of the core components and the specified learning competencies was at a high level; and (3) the suitability of the integrated supervision–distance-teaching process was also at a high level. Overall, the model was deemed ready for use with only minor refinements recommended, and 3) concerning the effectiveness evaluation of the model: satisfaction with both the processes and the utility of the model was at a high level; likewise, students’ learning competencies after receiving supplementary distance instruction were at a high level. Validation of the model’s core components and supervision processes indicated high appropriateness, supporting practical application to enhance the quality of work-integrated training and align learners’ skills with the needs of employers.