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all devices. Other findings are the time factor in the
learning process.
Time must be used efficiently by VET learners.
The use of multimedia in combination of workplace
based microlearning seems to be a promising
approach. Following the approach of flipped learning
for vocational and professional education and training
(VPET) some considerations of Bergman (2017) will
impact to the project, for example the use of
multimedia based microlearning or interactive
videos.
ACKNOWLEDGEMENTS
The authors would like to express acknowledgements
and thanks to the European Commission, who is
funding the TILBL project (2017-1-ES01-KA202-
038256), under the ERASMUS + KA2-Cooperation
for Innovation and the exchange of good practice, and
KA202 Strategic Partnership for vocational education
and training
The authors would like to express
acknowledgements and thanks to all partners in the
project
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