Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic

Authors

DOI:

https://doi.org/10.18820/2519593X/pie.v40.i1.8

Keywords:

Change management, COVID-19, Traditional classroom, TVET college, Virtual classroom

Abstract

The growing utilisation of digital technologies in today’s complex and fast-changing world has taken the reality of education beyond the physical classroom. However, the COVID-19 pandemic has forced many educational institutions to make hasty and unprecedented decisions as they switched to the virtual classroom. This study explores teachers’ experiences in transitioning from traditional teaching to virtual teaching during and after the COVID-19 college closure. A sample of seven Technical and Vocational Education and Training (TVET) educators was conveniently selected from colleges in an urban area in South Africa using a case study research design. Data were collected through semi-structured interviews and analysed using thematic analysis. In this regard, all ethical considerations were adhered to during this study. Three of the educators demonstrated a positive cognitive, affective and behavioural attitude towards transitioning to virtual learning. Six of the educators used WhatsApp and online platforms integrated into their college’s website to communicate during virtual teaching. However, challenges such as lack of support on the integration of technology into their practice, access to connectivity, provision of little or no training on pedagogical practices, unconducive home environment, students’ attitudes in the online space, lack of infrastructure and poor policy guidelines and framework for implementing virtual learning pose a threat to educators’ desires to change and support a transition to virtual learning permanently. Therefore, it is recommended that TVET education providers and managers provide adequate support and training for educators to foster pedagogical practices aimed at enhancing students’ virtual learning.

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Author Biographies

Adebunmi Yetunde Aina, University of Pretoria, South Africa

Dr Aina is a passionate teacher with management and leadership background. Her qualifications include National Diploma in Accountancy and Finance, Higher National Diploma in Accountancy and Finance, Bachelor of Science in Business Education, Honours in Education Policy (Cum Laude), Master’s in Education Management, Leadership and Policy (Cum Laude) and she just concluded her PhD programme investigating availability and use of resources (pedagogic, infrastructure, human, financial) in Early Childhood Education from University of Pretoria. Her research interest is focused on learning resources, ICT tools and teachers development in Early Childhood Education sector.

Ayodele Abosede Ogegbo, University of Johannesburg, South Africa

Dr Ogegbo has obtained her BSc (Ed) in Physics and MSc in Environmental Education from Lagos State University in 2007 and 2012 respectively; and her PhD in Science Education from University of Pretoria in 2018. She is currently a Postdoctoral Research Fellow in the Department of Science and Technology Education (SCITECHED). Her research interest is focused on physics education, science education, and learning technology. Before joining University of Johannesburg, Dr Ogegbo worked at the Lagos State Ministry of Education as a senior education officer and served in various leadership capacities. She also worked as a Tutor at the Physics Department in University of Pretoria during her PhD studies.

Published

2022-03-04

How to Cite

Aina, A. Y., & Ogegbo, A. A. (2022). Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic. Perspectives in Education, 40(1), 129-142. https://doi.org/10.18820/2519593X/pie.v40.i1.8