**5. Comparison of curriculum elements between virtual and traditional classroom environments**

Considering the many differences that exist between learning in a traditional classroom and learning in electronic environments, accordingly, curriculum elements such as students, teachers, content, time, place, educational communication, and the evaluation process also undergo differences. Therefore, in the following, each of the mentioned elements will be compared in the traditional classroom environment and the virtual environment And the prescriptions of each element for the technical and professional curriculum are provided in the virtual space.

**The role of the teacher:** In the traditional classroom, the teacher identifies the learning results by lecturing and practicing based on the planned plan, but in the virtual environment, the teacher can meet the needs of different students, both weak and strong, by using multimedia content and by creating different learning environments. Solve at any time and place [43–46]. Based on this, the teacher in the technical and professional virtual curriculum is a facilitator and a guide for the learners. **Table 1** compares the role of teachers in the traditional classroom and the virtual environment, as well as provides recommendations for technical and professional curriculum.

**The role of the student**: In the traditional classroom, the student passively listens to the teacher's lecture or actively participates in classroom and extracurricular activities. But in the virtual environment, the student actively participates in content creation, teaching lessons, and evaluation. In the traditional classroom, students' motivation depends on the subject and the teacher's perception, but in the virtual environment, the student can learn actively based on internal and external motivations [47–50]. In the virtual space, technical and professional learners participate in the entire teaching process in a self-directed manner. **Table 2** shows the role and motivation of students in the traditional classroom and the virtual environment, as well as the prescriptions related to the role of virtual learners in the technical and professional curriculum.

**Educational content**: In the traditional classroom, educational content is presented in the form of audio and video in the form of radio, television, and pre-made content by the teacher at a specific time and place, but in the virtual environment, multimedia content can be provided according to the needs of students and their different learning styles [43, 45, 46, 51]. The learning materials and resources in the technical and professional curriculum are software, interactive, multimedia and according to the interests of the learners. **Table 3** compares the educational content in the traditional classroom and the virtual environment and provides recommendations for the technical and professional curriculum in the virtual environment.


#### **Table 1.**

*Comparing the role of teachers in the traditional classroom and the virtual environment and providing prescriptions related to the technical and professional curriculum in the virtual environment.*

**Time and place**: In the traditional classroom, learning places are limited to the classroom, library, laboratory, and so on, but in virtual environments, the learning environment is independent of the place. In the traditional classroom, teaching takes place at a specific and predetermined time, but in the virtual environment, depending on the type of communication, interactions can be simultaneous or asynchronous [48–50]. In the technical and vocational curriculum, the place of learning goes beyond the school and the classroom, and students can learn skills anytime and anywhere. **Table 4** compares the time and place in the traditional classroom and the virtual environment and provides recommendations for the technical and professional curriculum in the virtual environment.

**Communication in the educational process**: Student communication with the student, teacher, educational content, and other resources in the traditional classroom is limited and can be defined in the form of a specific time and place, but this communication in the virtual environment is unlimited [43–46]. In the technical and professional curriculum in cyber space, student-teacher communication is not limited to classroom communication, and students can communicate with their instructor, peers, and educational experts at any time. **Table 5** compares the educational


*Perspective Chapter: Virtual Space and Curriculum of Technical and Vocational Training DOI: http://dx.doi.org/10.5772/intechopen.112189*

> **Table 2.** *The role and motivation of students in the traditional classroom and the virtual environment and the presentation of technical and professional curriculum prescriptions in the virtual*

*environment.*


#### **Table 3.**

*Comparison of educational content in the traditional classroom and the virtual environment and the presentation of technical and professional curriculum prescriptions in the virtual environment.*


#### **Table 4.**

*Comparison of time and place in the traditional classroom and the virtual environment and the presentation of technical and professional curriculum prescriptions in the virtual environment.*

communication in the traditional classroom and the virtual environment, as well as provides recommendations related to the technical and professional curriculum in the virtual environment.

**Evaluation in the educational process**: Evaluation in the traditional classroom is often limited and based on written tests, but evaluation in electronic environments is unlimited, automatic, and a process before, during, and at the end of the training, which can happen at any time and place [48–50]. In the technical and professional

*Perspective Chapter: Virtual Space and Curriculum of Technical and Vocational Training DOI: http://dx.doi.org/10.5772/intechopen.112189*


#### **Table 5.**

*Comparison of educational communication in traditional classroom and virtual environment and provision of technical and professional curriculum prescriptions in virtual environment.*


#### **Table 6.**

*Comparison of educational evaluation in traditional classroom and virtual environment and providing prescriptions related to technical and professional curriculum in virtual environment.*


**Table 7.** *Provision of prescriptions related to technical and professional courses and courses in virtual environments.* *Perspective Chapter: Virtual Space and Curriculum of Technical and Vocational Training DOI: http://dx.doi.org/10.5772/intechopen.112189*

curriculum, students can always evaluate their learning by using online tests. **Table 6** compares the educational evaluation in the traditional classroom and the virtual environment and provides recommendations related to the technical and professional curriculum.

Providing instructions to learners in virtual environments, first and second secondary courses and technical and professional theoretical and practical courses.

In **Table 7**, prescriptions for technical and professional courses and courses in virtual environments are presented.

### **6. Conclusion**

This research was conducted with the aim of investigating the elements of technical and professional curriculum in virtual space. The findings showed that the growth of technology and the increase of technological facilities and tools and their use by students and teachers in the learning process lead to the stabilization and deepening of the learning content for the learners. In addition, it facilitates the training of skills for technical and professional trainers. Students can learn easily by using multimedia content, according to their learning styles, and teachers can monitor the learning process of students by providing assignments and continuous exercises in learning management systems and using content make teaching interactive and relevant to the educational content attractive to students.

According to the development of technology, each of the curriculum elements in technical and vocational education undergoes changes, as stated; teachers, students, content, time and place, educational communication, and evaluation, including technical curriculum elements and professionals in the virtual space, change a lot compared to traditional classes so that the role of technical and professional instructors changes from transmitting information to guiding and facilitating students' learning, and students also get out of the passive mode and actively participate in content creation and the teaching and learning process.

Technical and professional learning content in virtual space is not limited to textbooks and educational pamphlets, but this content is produced and presented in multimedia and interactive and rereading capabilities. In addition, the place and time of learning is beyond the scope of school and class, and students can learn at any time and in any place. In addition, teacher-student communication is not only formal and in the school environment, but the student can communicate with teachers, peers, and even educational experts outside the school. In addition, there is no paper evaluation in the virtual space, so the teacher can use online tests to determine the level of students' learning skills at any time and provide the necessary feedback to solve the students' learning challenges.

### **7. Recommendations**

Based on the research findings, it is suggested that…

1.Due to the growth of technology and changes in teaching methods, teachers should familiarize themselves with various technological tools to increase the effectiveness of their teaching.

