South African TVET Students’ Perceptions of Their Online Learning Experiences and Challenges: A Pilot Study

Abstract

Learning in Technical and Vocational Education and Training (TVET) has been largely conducted through conventional methods. However, today, where information and communication technology plays a major role in people’s daily lives, learning now relies on how students respond to literate teaching and learning technologies. The unavailability of online learning technologies in the TVET sector continues to underplay its value in breaking long-standing learning barriers such as class sizes and timetabling. The challenge is its adoption in TVET, which is still in its infancy compared to universities. Therefore, online learning is gaining momentum as a pedagogical tool in the TVET sector. The paper aimed to discuss TVET students’ experiences during online learning. The study focused on how online learning impacts students’ learning experiences in the TVET sector. A qualitative approach was used, and data were gathered from 25 engineering students using Google Forms. Participant observation was also employed to confirm the findings. Engineering distance learning students were purposively and conveniently selected for the study. A conceptual framework was adopted from Aparicio et al.’s e-learning theory. Data were analysed thematically based on emerging themes. Findings showed that some students failed to attend online classes due to a shortage of smartphones/laptops, data, lack of communication from tutors and poor connectivity. Results revealed that students endorsed online learning for augmenting face-to-face contact sessions and flexibility to engage anytime. The study results indicated the existence of challenges, with notable progress. Addressing the challenges and acquiring a data-free learning management system could enhance online teaching and learning.