Assessment of technical and vocational trainers’ competence to adopt E-learning technologies into TVET curriculum implementation in higher education institutions

Mohamed M Elzahaf Mohamed M Elzahaf,Bashir Idris Bashir Idris,Bashirulawal Bashirulawal,Aliyu S/Rafi Anka Aliyu S/Rafi Anka

doi:10.30574/gjeta.2021.8.2.0126

Abstract

This study examined the level of expertise of Technical and Vocational Education Training (TVET) educators to use e-learning technologies for the delivery of TVET curriculum at higher levels of education. Gender influence on the TVET educators’ competencies to use the technologies for their educational duties was also examined. The descriptive survey research design was adopted. Two research questions and one hypothesis were posed to guide the study. A total of Ninety Three (93) TVET educators made up of 67(72%) male and 26 (28%) female drawn from the authors of articles and participants in panels at all the proceedings and workshops of the International Conferences on e-learning technologies for innovative education organized by the: Online Learning consortium (OLC); Association for Talent Development (ATD) and Association for Educational Communications and Technology (AECT) between the periods of 2010 to 2019 were screened and used through convenience random and purposive sampling methods. The data collected through questionnaire were analyzed and tested using frequency count, percentage, mean, standard deviation and T-test. The instrument had face validity and reliability co-efficient of 0.81 obtained using Cronbach Alpha formulas. The findings revealed that TVET educators were highly competent users to the use of most of the studied e-learning technologies (such as: Use of Projectors and power point presentation; Using Online networking sites..; Utilizing Learning Objects; Creating/delivering web-based instruction; etc) with average mean score greater than 3.5.However, the study reported a low level of expertise by the TVET educators in the use of smart (electronic) Board to deliver instruction (31.2%) with average Mean score of 1.96.In addition to this, the study revealed a significant difference between the level of expertise/competence of male and female TVET educators on the use of e-learning technologies (t-calculated (12.702) > t-tabulated (1.960) at 0.05 level of significant).Conclusively, the study recommended that more customized e-learning technologies for the teaching and learning of TVET courses should be made available in the higher education and TVET educators be professionally trained on how to use them for their core business of teaching.

Highlights

Distance education has made e-learning more popular as it has become a veritable way to bridge the distance between the teacher and the learner, between the writer and the speaker [7]
A total of Ninety Three (93) Technical and Vocational Education Training (TVET) educators made up of 67(72%) male and 26 (28%) female drawn from the authors of articles and participants in panels at all the proceedings and workshops of the International Conferences on e-learning technologies for innovative education organized by the: Online Learning consortium (OLC); Association for Talent Development (ATD) and Association for Educational Communications and Technology (AECT) between the periods of 2010 to 2019 were screened and used through convenience random and purposive sampling methods
The results from this study provided evidence that apart from the general willingness of TVET educators to use the technologies for their core business of teaching TVET programmes, the enquired TVET educators in this research have the full capacities to adopt/implement important e-learning technologies that can improve the delivery/implementation of the TVET curriculum at higher education level

Summary

Introduction

Distance education has made e-learning more popular as it has become a veritable way to bridge the distance between the teacher and the learner, between the writer and the speaker [7]. Obuh views e-learning as comprising all forms of electronically supported teaching and learning. He contends that e-learning is to brick wall classroom learning, what mobile phone is to analogue fixed telephone line. Teachers differ on whether they feel e-learning technologies makes their jobs easier or adds to their workloads. While teachers may recognize the positive potential that e-learning technologies can offer in the classroom, that potential is rarely realized [9]

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