“WCOM” Teaching Thinking in Vocational Education

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DOI: https://doi.org/10.31058/j.ps.2024.50007
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Proceeding Paper
2024 2nd International Conference on the Sociology of the Global
Economy, Education, Arts and Humanities (GEEAH 2024)
“WCOM” Teaching Thinking in Vocational
Education
Dianwang Pan1, Xuyun Peng1*, Sarfraz Aslam2
1School of SINO-German Intelligent Manufacturing, Shenzhen City Polytechnic, Shenzhen,
China
2Faculty Of Education & Humanities, UNITAR International University, Kuala Lumpur,
Malaysia
Email Address
Abstract:
Vocational education(VE), as a crucial component of the educational system, is
pivotal in nurturing skilled professionals. This article aims to improve the teaching
efficiency and talent training quality of VE. It adopts the method of literature research
to deeply explore the unique attributes of VE, integrates the work line, competency
line, outcome line and method line into the classroom teaching process, and proposes
a novel “four-line advancement” teaching thinking, termed as the Work-Competency-
Outcome-Method (WCOM) model. Data were collected in the form of questionnaires
and the results of applying WCOM teaching thinking were quantitatively analyzed.
Research results show that integrating the WCOM model into VE can significantly
improve students’ learning driving force and efficiency, which will improve the
quality of talent training and thereby enhance the effectiveness of vocational
education in shaping the future workforce.
Keywords:
Vocational Education, WCOM, Learning Driving Force, Learning Efficiency, Talent
Training Quality
1. Introduction
As an important form of education, VE coexists with university education to train
talents needed by society in the process of economic development [1]. However, VE's
teaching objectives, contents and methods are different from those of university
education. VE mainly trains students to adapt to specific industries, occupations or
technical fields of employment skills, focusing on the cultivation of practical
application ability and vocational skills. university education focuses on cultivating
students’ theoretical research and analytical ability in certain subject areas. Therefore,

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the characteristics of their training objects are different. Generally, pure theoretical
knowledge learning, logical thinking and deduction are the weaknesses of VE
students [2], and the traditional preaching model is not suitable for them. Therefore,
improving the efficiency of classroom teaching in vocational college(VS) has
attracted much attention from scholars.
Research shows that with the development of the industry and the continuous
expansion of the VE system, there is a certain gap between the talent training level
and quality of China’s higher VE and the social demand for highly skilled talents,
especially in the field of mechanical and electrical engineering technology [3]. In
order to improve the teaching efficiency and teaching level of VE classrooms and
cultivate highly skilled talents suitable for the needs of social industrial development,
many scholars and experts have conducted research on the special group of vocational
students, combined with local industrial characteristics and management system.
Learn from innovative new education methods, concepts and models (such as the dual
system model of Germany), the CBE (Competency-Based Educationl) represented by
the United States, the TAFE talent training model represented by Australia, the MES
model represented by the World Labor Organization, and the integration of industry
and education in VE proposed by China; From the traditional teaching classroom to
the integrated classroom of work-integrated learning (WIL), from “teacher-centered”
to “student-centered”, from “knowledge-based” to “competency-based”, from a single
teacher-taught teaching method to the integration of various teaching methods, from
“process-oriented” to “outcome-oriented”), put forward a new teaching model and
concept. The renewal and iteration of the concept and model of VE also indicates the
continuous improvement and progress of the VE system.
Based on the teaching concepts such as WIL, competency-based educationl,
student-centered and outcome-oriented, and combined with the characteristics of
students in VS, this article designed the work line, competency line, method line and
outcome line to improve students’ driving force to learn and thus improve the
efficiency of classroom teaching in VE, and formed the “four-line advancement”
teaching thinking, named WCOM teaching thinking (Abbreviation: WCOM). It was
also used in practical teaching to verify whether WCOM can enhance students’
learning driving force, so as to achieve the purpose of improving learning efficiency.
2. Literature Review
Through literature review and various research achievement platforms, there is no
systematic research on the WCOM composed of the work line, competency line,
method line and outcome line designed in this article. Many scholars only conduct
single-line applied research on the WIL, competency-based, teaching method and
outcome-oriented respectively.
2.1. Work-Line
Throughout the world, VE has developed earlier in developed countries, and the
teaching model is relatively mature. Mirzaahmadovna, M. S. [4] pointed out that the
core of the German dual-system is that colleges and enterprises jointly train students,
and the work process and the teaching process are highly integrated. Graf, L. [5]
pointed out that the dual-system not only combines work content with course content,
but also integrates work situations into the classroom. Switzerland's Registered
Apprenticeship Program (RAP) enjoys a high reputation worldwide [6]. The program

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emphasizes that apprentices usually rotate between the workplace and school for
training. The RAP in USA is managed and supervised by the U.S. Department of
Labor and cultivates skills through a combination of work and training [7]. Canada’s
“Co-operative Education” education model aims to combine academic learning with
real-world work experience, helping students apply the knowledge and skills learned
in the classroom to a real work environment. This education approach helps students
better prepare for entering the workplace [8]. Australia’s VET also emphasizes the
close integration of work and teaching to deepen theoretical knowledge, cultivate
practical skills, and improve professional quality [9].
Although it is different countries and different models, their core concept is “WIL”.
“Work” refers to “enterprise”, representing the actual work content, standards and
required skills, and is employment-oriented; “learning” refers to school (here refers to
VCs), representing the teaching work of VC. WIL is to integrate work content,
processes and technical requirements into the daily teaching of VCs, emphasizing
college-enterprise cooperation. Co-education is a structured method of combining
classroom-based education with hands-on work experience.
Boichevska, I., & Veremiuk, L. [10] confirmed through research that Ukraine's dual
system of work-learning education can enable students to adapt to the production and
work rhythm faster and be full of confidence in the future. Wang, X.Y. [11]
mentioned in her research that WIL can enable students to master professional
knowledge faster. Amy Phillips [12] mentioned that curriculum construction should
consider the development of practical behavior, and the actual projects of enterprises
should be integrated into course teaching. What the enterprise does, the college
teaches. Like project-based learning (PBL), students learn by doing actual projects. In
this model, students’ application and practical abilities can be greatly exercised and
improved [13]. At the same time, through the learning of real projects, learners can
establish an overall awareness of the learning process [14]. Since the teaching process
is based on the workflow of the enterprise, the “Work-Line” mentioned in this article
is designed. The Work-Line can make students more clear about their learning process
and goals, so clarifying the Work-Line is the first step in teaching, which plays a very
important reference role in teaching design and teaching organization.
2.2. Competency-Line
In recent years, VCs have positioned their talent training targets as technical talents,
and put the ability of vocational students in the first place. The ability is not only the
proficiency of mastering certain skills, but also the development of students’
personality [16]. It also includes skills, attitudes and values that accompany a
country's social, economic and cultural environment [17]. The transformation of the
concept of VE from “Knowledge-based” to “Competence-based” is a requirement for
social talent development and students’ career development.
Competence Based Education(CBE) (also known as proficiency-based education
[16] emerged in the United States in the 1920s. Formed in the 1960s. Deeply
influenced by Dewey's pragmatic philosophy, American education emphasizes hands-
on ability and practical operation ability, attaches importance to the cultivation of
students' ability. CBE was primarily considered as a specialized form for the VE and
the adult learning segment of the higher education system [18]. Sarah Ryan, & Joshua
D. Cox [16] argued that CBE will improve achievement and better prepared students
for college and the workforce. Holmes, A. G. D. et.al [19] mentioned that CBE

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maight be seen to be discipline-based, with shaping and cultivating the application of
practical competence. According to relevant research results, many states and regions
in the United States are turning to competency-based and student-centered teaching
strategies [16], to ensure that college students have the ability to work and develop
sustainably after graduation. Poth, C., & Searle, M. [14] mentioned four important
things in the analysis of competency-based in the article: maintain relevancy of course
outcomes with competency revisions, to keep up with real-world practical
expectations.
CBE has changed the traditional form of didactic knowledge. According to
Syomwene, A. [20]pointed out that the core of CBE is the mastery of skills and the
practical application of knowledge and skills. Through the research method of in-
depth interview, Wei, C.F., & Lii, P. [21] proved that students have stronger learning
driving force and better employability after completing competency-based courses
and training. Poth, C., & Searle, M. [14] suggest that integrating students' abilities
with assessment can help improve the skills, knowledge and abilities of assessment
learners. Sarnou Hanane [22] reputed that the competency-based approach can not
only help learners to solve the theoretical knowledge, but also use digital means to
help students of different styles and ability levels to learn practical skills.
Holmes, A. G. D. [19] mentioned that assessment of competence contributes to a
student’s qualification. During the teaching design stage, we should refine the
classroom competency goals into the phased learning outcome, and feedback the
phased competence by completing and evaluating the phased learning outcome. Also,
as Poth, C., & Searle, M. [14] pointed out, by the inclusion of an explicit learning plan
in the initial competency assessment, more explicit opportunities are created for
learners to clarify the competency goals they need to achieve. Sturgis [23]outlined
that demonstrating student mastery through clear and measurable learning goals that
reflect important competencies. Therefore, based on the concept of competency-based
teaching, this article designed the competence line.
2.3. Outcome-Line
Student learning outcomes (SLOs) refered to the professional knowledge, skills,
attitudes and behaviors that learners should master, understand and be able to
demonstrate after a certain period of study and completion of a certain unit of hours,
courses or courses [24]. Outcome-based education (OBE) was first proposed by
American scholar Spady W.D. in 1981. Subsequently, OBE was clearly defined as the
learning outcomes obtained by students after completing their studies. It is the driving
force of the entire educational process and is used by VE [25].
OBE focuses on ensuring that all students achieve the expected learning outcomes.
Deepak T J, & Venishri. P. [25] pointed out that the outcomes should be explicitly
incorporated into the teaching design and students’ performance should be evaluated
by monitoring its implementation. Syomwene, A. [20] believes that the expected
results are derived from the course objectives. The expected results should be sorted
from simple to complex according to the cognitive level in the revised Bloom's
taxonomy, and emphasize the progressive learning of expected abilities and the design
of results. Poth, C., & Searle, M.[14] also pointed out that changes in learner
outcomes will have a chain reaction on course evaluation and course experience,
indicating the importance of outcome setting.

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OBE takes student achievement as the core of education [26]. It advocates student-
centered, outcome-oriented, and emphasizes learners’ subjective initiative and
motivation [27]. In the process of applying OBE, we adopt fragmented thinking to
design phased learning outcomes. These outcomes should be specific, measurable,
achievable, realistic, and time-limited (SMART) [28]. Students gain a sense of
accomplishment by continuously achieving preset learning outcomes, which
stimulates their interest and motivation in learning. Therefore, based on OBE, a series
of predetermined, simple to complex phased learning outcomes are connected in
series around learning goals to form an outcome line. This is the ‘Outcome-Line’
design.
2.4. Method-Line
There are many factors that affect the teaching effect and efficiency of class.
Teaching method, one of important affect in teaching. It was used to help learners
acquire knowledge, teachers managed teaching and helped the classroom achieve
teaching goals. Patel & Jain defined method as whole process of planning, selection
and grading the material of language, and techniques of teaching methods [29].
Alimova, F.A., [13] pointed out that effective teaching and learning requires the
support of appropriate teaching methods. Ottman, K.E,, et al. [30] showed that
attention must always be paid to the teaching method and to finding the best solutions
for the educational problem.
Teaching method is flexible, which is of great significance to the classroom
presentation. On the one hand, teachers should be good at choosing appropriate
teaching methods. Chubaeva, F.K.K., [31] mentioned that the choice depended on the
stage, goal and opportunity of the course, and emphasized that using the right teaching
methods can enhance students’ desire to learn. Wu,D.Q., [32] mentioned that
appropriate teaching method can help the reform process and innovative development
of VE, then improve teaching quality in VCs. On the other hand, teachers should be
good at using teaching method. With the continuous development of digital
technology, teachers should be good at using digital tools to apply teaching methods.
Wu,D.Q., [32] believed that the application of digital media technology can make
teaching methods more diversified, so as to effectively improve the teaching quality
of higher VCs. Kavanagh, et al., [33] and Watts, et al., [34] both proposed that clear
methods and prior expected outputs to provide a better and easier perspective for
capability monitoring. World Bank [35] recommended that higher education
institutions need to move away from traditional teaching methods and make teaching
and learning more interactive, collaborative and experiential in order to achieve
quality education.
Teaching methods are varied, which need to be selected according to the
characteristics of students, teaching objectives and content. Chubaeva, F.K.K., [31]
mentioned that teaching methods can be divided into three categories: Passive
methods, Interactive methods and Active methods. Ottman. et al. [30] outlined the use
of role-playing based approaches to assess the knowledge, attitudes and skills of
service providers. Syomwene, A. [20] emphasized that the interactive approach was to
provide learners with the opportunity to experience and practice the behaviors
described in the expected learning outcomes. According to the survey, more than 80%
of students believe that the teacher's teaching method has a great impact on students’
learning interest and learning efficiency [36]. For different courses, different teaching

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content, teachers will use different teaching methods, similarly, if the epitome of the
different stages of a lesson is the same, so as to design the method line.
3. Conceptual Framework
According to the teaching model of WIL, Competence Based Education(CBE) and
Outcome Based Education(OBE), the Work-Line, Competency-Line and Outcome-
Line are designed respectively. The Method-Line is designed through the use of
teaching methods to ensure the effective organization of teaching, thus forming the
WCOM. WCOM belongs to the category of educational psychology, which is a
discipline that explores students’ psychological laws and teachers’ teaching behaviors.
The Work-Line is designed to allow students to contact actual work projects and
master job ability during school. It is designed based on creating learning situation
and paying attention to career development. The Outcome-Line and Method-Line are
designed based on students’ learning driving force psychology and exploring teaching
strategies. The Competency-Line is designed based on the student’s cognitive process
and development, in conjunction with learning outcomes and instructional assessment.
Method-Line and Work-Line focus on exploring teachers’ teaching behavior,
Competency-Line and Outcome-Line focus on exploring students’ psychological law.
Four lines in teaching organic combination, integration and unity, termed as the
Work-Competency-Outcome-Method (WCOM).
WCOM is defined as: In the integrated classroom, according to the work flow
(Work-Line), the teaching process is designed, and the competence goal is divided
into several teaching links (Competency-Line). Each teaching link adopts appropriate
teaching methods (Method-Line) to efficiently output stepped learning results
(Outcome-Line), and finally feedback to a teaching thinking that whether the
competence goal (Competency-Line) is achieved. It is used to let students experience
a sense of achievement in learning, to enhance learning interest and learning driving
force, and ultimately to improve the teaching effect and teaching efficiency in the
classroom.
The establishment process of WCOM applied the important thinking of “knowledge
graph” fragmentation. Knowledge graph expressed knowledge using a graph structure
and unambiguoud denotation of entities and relationships in the graph [15]. The
“knowledge graph” can be derived from the “competency graph”. The teaching goal
of VE is to enable learner to master the competence of a certain field (including
knowledge, skills, attitude and ability) from shallow to deep through a series of
teaching activities. Meanwhile, with continuous learning, the breadth of competence
is not short, and the competency graph is also enlarged from small to large. Finally,
the competence to meet the needs of enterprise positions.
The conceptual framework of WCOM is shown in Figure 1 below. It can be seen
from the schematic diagram that “four-lines advancement” runs through before class,
during class and after class. The vertical direction represents the progressive
relationship and steps or links of each line, and finally points to the teaching goal. The
dashed lines in the horizontal direction represent the one-to-one correspondence
between different lines. The Work-Line, Method-Line and Outcome-Line finally point
to the Competency-Line, it shows that the Competency-Line is the landing point of
the WCOM, highlighting the importance of students’ ability training, and also shows
that the WCOM is based on the competency standard and the further exploration and
practice of the student-centered concept. According to the analysis of Summaira

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Sarfraz et al. [17], the factors restricting the development of OBE, lack of teacher
training, and ignorance of technical details are the impediments. The technical details
mainly come from the technical requirements of the real job, so it also reflects the
importance of the combination of the Work-Line and the Competency-Line.
Figure 1. The theoretical framework of WCOM.
4. Method
In this article, a combination of qualitative and quantitative research methods was
used. The conceptual framework of WCOM was studied by literature research method,
and the application and application effect of WCOM were studied by quantitative
research method.
Through applying WCOM, the course “General Fault Maintenance of Escalator”
was designed and organized. After class, 102 students who completed the course were
surveyed and data were collected by questionnaires. By statistical analysis, students’
understanding of WCOM, the internal logical relationship between the four lines, and
the impact of the four lines on learning driving force and teaching efficiency were
analyzed.
5. Results
In this survey, 102 questionnaires were used, and 99 effective questionnaires were
collected, with an effective questionnaire recovery rate of 97.1%. According to the
item design, the item was converted into work line, ability line, method line and
achievement line, and further converted into WCOM variable, and other items were
converted into two variables of learning drive and learning efficiency. By studying the
hypothesis and the relationship between the three variables, the data analysis
framework was obtained as shown in Figure 2 below.
Figure 2. The data analysis framework.

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SPSS software was used to conduct reliability, validity, correlation analysis and
regression analysis on 99 valid data collected to verify the questionnaire, and at the
same time to provide strong data support for the internal relationship between WCOM
and learning driving force and learning efficiency.
5.1. Reliability and validity analysis
SPSS was used to analyze the overall reliability of the data. As can be seen from the
analysis results, as shown in Table 1, the Cronbach’s alpha coefficient after
standardization is 0.954, indicating that the overall reliability of the questionnaire is
very high. At the same time, the validity analysis of each dimension is carried out, and
it is concluded that each dimension has the segmentation validity.
Table 1. Reliability coefficient table.
Cronbach's Alpha
items
.954
16
5.2. Correlation analysis
The Pearson correlation data in the following table is obtained through the Pearson
correlation analysis of variables like WCOM, learning driving force and learning
efficiency.
Table 2. Pearson correlation analysis table.
WCOM
learning driving force
learning efficiency
WCOM
pearson correlation
1
.704**
.752**
Sig.
.000
.000
learning driving
force
pearson correlation
1
.799**
Sig.
.000
learning efficiency
pearson correlation
1
Sig.
** At level 0.01 (two-tailed), the correlation is significant.
It can be seen from Table 2 above that the Pearson correlation coefficients between
the ppairs are 0.704, 0.752 and 0.799 respectively, all of which are >0.7, and Sig.
(two-tailed) =0.00. Thus, it can be seen that there is a positive and significant
correlation between the WCOM, learning driving force and learning efficiency.
5.3. Regression analysis
As shown in Table 3 below, taking the learning driving force as the dependent
variable Y and WCOM as the independent variable X, regression analysis of the two
can be obtained: Y learning driving force =0.817+0.815·XWCOM; after correction, Y learning
driving force =0.704·XWCOM.
Table 3. WCOM regression analysis of learning driving force.
Unnormalized
coefficient
Normalized
coefficient
t
Sig.
B
standard error
Beta
(constant)
.817
.375
2.177
.032
WCOM
.815
.087
.704
9.341
.000
R2
.481
adjust R2
.476

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F
F =87.249, p=.000
a dependent variable: learning driving force
As shown in Table 4 below, taking the learning efficiency as the dependent variable
Y and the learning driving force as the independent variable X, the regression analysis
of both can be obtained: Y learning efficiency =1+ 0.784·X learning driving force; after correction,
Ylearning efficiency =0.799·X learning driving force.
Table 4. Regression analysis of learning driving force and learning efficiency.
Unnormalized
coefficient
Normalized
coefficient
t
Sig.
B
standard error
Beta
(constant)
1
.264
3.79
.000
learning
driving
force
.784
.061
.799
12.893
.000
R2
.639
adjust R2
.635
F
F =166.229 p=.000
a dependent variable: learning efficiency
As shown in Table 5 below, taking learning efficiency as the dependent variable Y
and WCOM as the independent variable X, regression analysis of the two can be
obtained: Y learning efficiency =0.671+0.867·XWCOM; after correction, Y learning efficiency
=0.752·XWCOM.
Table 5. WCOM regression analysis of learning efficiency.
Unnormalized coefficient
Normalized coefficient
t
Sig.
B
standard error
Beta
(constant)
.671
.337
1.991
.049
WCOM
.867
.078
.752
11.06
.000
R2
.565
adjust R2
.561
F
F =122.130, p=.000
a dependent variable: learning efficiency
6. Discussion
Through the practical application of WCOM, the integration of work tasks and
teaching content, and the combination of learning situations and work scenarios can
make students more clear about teaching objectives and post ability requirements, and
can apply learning outcomes to practical work, solve practical problems, and cultivate
post vocational skills. Through the combination of Method-Line, effective teaching
methods are adopted to enrich the classroom form, so that students can actively
participate, actively think and deeply understand the learning content. Enhance
students’ interest in learning, enhance learning driving force, thereby improving
learning efficiency, so that students can accept and digest knowledge and skills more
efficiently. Through different teaching methods and organizational forms, such as
group cooperation, problem discussion and role playing, students' thinking ability,
communication ability and teamwork ability are improved, and their ability to
discover, analyze and solve problems is gradually improved in the teaching process.
In the classroom, based on students’ ability, combined with the application of

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Competency-Line, the classroom ability target is subdivided into phased ability, so
that the training of certain or some ability is emphasized in the corresponding stage.
Finally, through the design of the Outcome-Line, students can gain a sense of learning
achievement in the phased results, stimulate learning interest and learning driving
force, so as to improve the learning effect and teaching efficiency. Statistical analysis
of data by SPSS software shows that WCOM has a significant positive correlation
with learning driving force and learning efficiency, which provides data support for
application conclusions.
7. Conclusions
According to the characteristics of VE and VE students, the Work-Line,
Competency-Line, Outcome-Line and Method-Line were designed, and a novel
WCOM model was proposed. Through practice in VE integrated classrooms, the
practice results show that WCOM teaching thinking can stimulate students' learning
interest and internal driving force, and has a good effect on improving students'
learning efficiency.
Conflicts of Interest
The authors declare that there is no conflict of interest regarding the publication of
this article.
Funding
This article is the research result of the 2021 Shenzhen Institute of Education
Sciences Planning Project “Research and Practice on the Teaching Thinking of ‘Four-
Line Advancement’ Based on Integrated Vocational Education” (Project
No.ybzz21020), the 2022 Shenzhen Institute of Education Sciences Planning Project
“Research and Practice on the Training of Intelligent Manufacturing Talents Based on
the Background of ‘Digital Transformation of Vocational Education’” (Project
No.ybzz22022) and the 2022 China Association of Staff and Workers Education
andVocational Training(CAWEVT) Project “Research and Practice on the
ConstructionPath of First-Class Professional Groups in Digital Intelligent
Manufacturing Industry College” (Project No.202218202007).
Acknowledgments
The author would like to acknowledge the Shenzhen Institute of Education Sciences
for providing me with the opportunity to undertake this project and for their financial
support, acknowledge Shenzhen City Polytechnic for offering a valuable platform and
continuous support throughout the research, also acknowledge the project team
members—Ms. Li Li Yan, Mr. Heng Liang Chen, Ms. Li Zhi Tao, Mr. Fei Luo, Mr.
Yi Cai Gong, Ms. Li Xiang Chen, Mr. Yi Cai Gong, Mr. Wen Tao Sun, and—for
their invaluable assistance, guidance, and encouragement.
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