Perceptions of Technical and Vocational Education and Training (TVET) lecturers on digital learning: a case of Umfolozi TVET.

Abstract

ABSTRACT Key words: Perception; digital learning; TVET lecturers; mixed method, DHET This study investigated the perceptions of TVET lecturers towards digital learning at Umfolozi TVET College. The main objectives that guided the study were to determine the perceptions of Umfolozi TVET lecturers on digital learning; to investigate the link between the perceptions of the lecturers and the application of digital learning; to assess the readiness and willingness of Umfolozi TVET lecturers towards the application of digital learning; and to establish the support that the DHET is providing their lecturers for eLearning readiness. The study adopted a mixed method research methodology to investigate the phenomenon, and utilised exploratory research. The study was conducted among 125 lecturers and management at Umfolozi TVET College; both stratified and purposive sampling methods were used to select the participants for the study. A sample size of 75 respondents were selected for both quantitative and qualitative studies. Questionnaires and interviews were the main instruments for data collection, with data quality control being achieved through validity, reliability, trustworthiness and credibility. The quantitative data gathered were analysed by the Statistical Package for the Social Science (SPSS), version 24.0, while the qualitative data gathered were transcribed manually with the help of thematic analysis and transcription. Ethical approval was obtained from the Social Science Research Ethics Committee of the University of KwaZulu-Natal. The findings from both studies revealed that TVET lecturers perceive that digital learning facilitates interactions and discussions between lecturers and learners, facilitates easy learning in schools, is convenient to use, facilitates and improves teaching, and is user friendly. Furthermore, the findings showed that there is a link between the perceptions of the TVET lecturers and the application of digital learning. Moreover, the TVET lecturers are not ready and willing to apply digital learning in the College. The study recommends that the College, instructors and students are evaluated prior to the implementation of digital learning; the appointment or recruitment of qualified instructors; the adoption of technology; the provision of infrastructure, software, hardware, IT manuals and reading materials; and the training of lecturers.