Exploration of online teaching and learning experiences of technical and vocational education college lecturers during the coronavirus disease pandemic.

Abstract

The COVID-19 pandemic disrupted how teaching and learning was conducted, forcing the transfer from traditional contact delivery mode to online delivery mode. The transition to an online mode of delivery was not planned.; It was a significant disruption to Technical and Vocational Education and Training (TVET) lecturers’ usual mode of operation for which they had been trained and used post-graduation from training school. This study explores online teaching and learning experiences of TVET during COVID-19. The study adopted a qualitative methodology to explore how COVID-19 impacted teaching and learning online during the COVID-19 pandemic. A case study approach was adopted with a focus on one TVET college in SA. The population of the study were all the lecturers of the selected TVET college. Purposive sampling was used to select the sample of five lecturers. Semi-structured interviews were the data production tool. The data production method was audio-recorded face-to-face interviews following COVID-19 regulations. Data analysis was conducted using thematic data analysis. TVET lecturers' significant challenges during and after the transition to online teaching, included internet connectivity challenges, absence of human contact and connection, absence of appropriate ICT gadgets for online teaching and learning and lack of digital skills. Lack of institutional support was another negative experience of TVET lecturers as there were no resources for both leaners and lecturers and no online training provided. The study recommends that the TVET colleges equip the lecturers with online skills and provide resources that will result in effective online teaching and learning.