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Figure 1: Educator Roles and Teaching around the Learning Cycle (Kolb A, Kolb D, 2017) Kolb and Kolb developed the self-assessment tool called the KOLB Educator Role Profile (KERB) [2] which looks at 4 educator roles in delivering an experiential and authentic learning environment the educator should be able to take the approach of all. The KERB methodology demonstrated in Figure 1: Educator Roles and Teaching around the Learning Cycle requires the educator to move across the four models of facilitator, subject matter expert, standard setter/evaluator and coach. (Kolb A, Kold D. 2017)

Figure 1 Educator Roles and Teaching around the Learning Cycle (Kolb A, Kolb D, 2017) Kolb and Kolb developed the self-assessment tool called the KOLB Educator Role Profile (KERB) [2] which looks at 4 educator roles in delivering an experiential and authentic learning environment the educator should be able to take the approach of all. The KERB methodology demonstrated in Figure 1: Educator Roles and Teaching around the Learning Cycle requires the educator to move across the four models of facilitator, subject matter expert, standard setter/evaluator and coach. (Kolb A, Kold D. 2017)

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Table 2: Synchronous vs Asynchronous Learning for this Model of Delivery In summary, both models of synchronous and asynchronous e-learning have their own strengths and weaknesses. The choice we offer our learners in completing the asset management courses between the two models we believe enables the learners to meet learning objectives, their own timetabling/commitment needs, a larger pool of available resources and a sense of community and engagement with real time feedback available in the live sessions.
Table 2: Synchronous vs Asynchronous Learning for this Model of Delivery In summary, both models of synchronous and asynchronous e-learning have their own strengths and weaknesses. The choice we offer our learners in completing the asset management courses between the two models we believe enables the learners to meet learning objectives, their own timetabling/commitment needs, a larger pool of available resources and a sense of community and engagement with real time feedback available in the live sessions.
The success of the delivery model from an industry point of view is shown by the desire to create a Graduate Diploma in Asset Management using the same delivery methods. The proposed programme is shown in the context of the national Asset Management education pathway in Figure 3.
The success of the delivery model from an industry point of view is shown by the desire to create a Graduate Diploma in Asset Management using the same delivery methods. The proposed programme is shown in the context of the national Asset Management education pathway in Figure 3.
Table 3: Learner Prior Study Statistics for Asset Management Courses 2021-2024
Table 3: Learner Prior Study Statistics for Asset Management Courses 2021-2024
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Vocational EducationAdult Learners, Andragogy
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