Effective integration of elearning platforms in Technical and Vocational Education and Training (TVET) in Namibia
Main Article Content
Abstract
The increasing prevalence of educational technology and eLearning platforms have gained attention to enhance the TVET teaching and learning process. This paper explores the effectiveness of eLearning platforms in Technical and Vocational Education and Training (TVET) within the context of Namibia. A mixed-methods approach was employed, to generate data through a questionnaire from 89 TVET
trainees and 6 trainers. The study presents a case study of the Blended Distance Learning programme implemented at Nakayale Vocational Training Center. The findings shed light on the characteristics of the eLearning process such as having user-friendly interface and easy navigation features, relevant infrastructure, student support system and capacity building arrangements. This study underscores the suitability of eLearning platforms, and the potential benefits of integrating eLearning into TVET programmes while identifying areas for improvement. Through understanding the perceptions, benefits, challenges, and strategies for improvement, this paper proposes the effective integration of eLearning in TVET.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
References
Chinengundu, T. (2021). Four Strategies for Blended Learning in TVET: A South African Post-Pandemic Perspective. In New Models for Technical and Vocational Education and Training (pp. 74-90). IGI Global.
Clark, T. (2001). Virtual schools: Trends and issues - A study of virtual schools in the United States. Retrieved from http://www.wested.org/online_pubs/virtualschools.pdf
Cole, R. (2000). Issues in Web-based pedagogy: A critical primer. Westport, CT: Greenwood Press.
David, L. (2015, December). eLearning Theory. Learning Theories. https://www.learning-theories.com/eLearning-theory-mayer-sweller-moreno.html.
Delialioglu, O., & Yildirim, Z. (2007). “Trainees’ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment”. Educational Technology & Society, 10 (2), 133-146.
Educause. (n.d.). Think “Exciting”: eLearning and the Big “E” (EDUCAUSE Quarterly). Retrieved from http://www.educause.edu/ero/article/think-exciting-eLearning-and-big-e
Goosen, W. (2023). Curated eLearning in South Africa: A user burgeoning perspective. American Journal of Online and Distance Learning, 5(1), 1-24.
Gülbahar, Y. & Madran, R.O. (2009). “Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey”. International Review of Research in Open and Distance Learning, 10 (2).
Hashim, N., & Hamidon, Z. (2022). Blended Learning in Technical and Vocational Education and Training (TVET) Training Institute. International Journal of Academic Research in Progressive Education and Development, 11(1), 837–860.
Isac, C., & Peixoto, A. (2021). The challenge of teaching amidst COVID-19 in Brazil. In Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 2 23 (pp. 199-206). Springer International Publishing.
Jayalath, J., & Esichaikul, V. (2022). Gamification to enhance motivation and engagement in blended eLearning for technical and vocational education and training. Technology, Knowledge, and Learning, 27(1), 91-118.
Joshi, A., Vinay, M., & Bhaskar, P. (2020). Online teaching amidst COVID-19 in India: An outlook. Asian Journal of Distance Education, 15(2), 105-111.
Kahiigi, Evelyn & Danielson, Mats & Hansson, Henrik & Ekenberg, Love & Tusubira, Francis. (2009). Criticism of eLearning Adoption and Use in Developing Country Contexts.
Kashyap, P. K., Kumar, S., Jaiswal, A., Prasad, M., & Gandomi, A. H. (2021). Towards precision agriculture: IoT-enabled intelligent irrigation systems using deep learning neural network. IEEE Sensors Journal, 21(16), 17479-17491.
Kosgey, J., Kimutai, S. K., & Rotich, A. J. (2016). To Moodle or Not: Way Forward for TVET Institutions. Africa Journal of Technical and Vocational Education and Training, 1(1), 75-81.
Lagat, K. T. (2020). Education amidst COVID-19 disruption: Perceived difficulty in implementing flexible learning strategies of teacher education faculty members in a state university. Philippine Social Science Journal, 3(3), 142-150.
Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42.
Latchem, C. (2017). ICTs, blended learning and TVET transformation. Using ICTs and Blended Learning in Transforming TVET, 27.
Mayer, R.E., Moreno, R., & Sweller, J. (2015). eLearning theory. https://www.learning-
theories.com/eLearning-theory-mayer-sweller-moreno.html.
Mead Richardson, A. (2011). Success Factors in Introducing Distance, Flexible & eLearning in Technical and Vocational Skills Development.
Obi, O. A., Eze, S. E., & Ogochukwu, N. E. (2020). E-learning: A trend for effective TVET sustainability in Nigeria. Vocational and Technical Education Journal, 2(1).
Pallado, C. R., Navarra, R., & Tenedero, C. (2022). The Effectiveness of the Technical Vocational Education and Training’s (TVET) Flexible Learning Delivery in the selected TESDA Technology Institutions in National Capital Region. Psychology and Education: A Multidisciplinary Journal, 6(4), 304-312.
Picciano, A. G. (2006). “Blended Learning Implication for growth and access”. Journal of asynchronous learning networks, 10 (3).https://books.google.com.na/books?id=AdElDwAAQBAJ&lpg=PA27&ots=xznXkvSW-B&dq=effectiveness%20of%20elearning%20platforms%20in%20TVET&lr&pg=PA27#v=onepage&
q&f=false
Raihan, M. A., & Lock, H. S. (2012). Designing interactive and collaborative eLearning environments for TVET. Journal of Educational Research, 26(2), 177-201.
Rovai, A.P, & Jordan, H.P. (2004). “Blended Learning and Sense of Community: A comparative analysis with traditional and fully online graduate courses”. International Review of Research in Open and Distance Learning, 5 (2)
Tayebinik, M., & Puteh, M. (2013). Blended Learning or E-learning. arXiv preprint arXiv:1306.4085.
Uunona, G. N., & Goosen, L. (2023). Leveraging Ethical Standards in Artificial Intelligence Technologies: A Guideline for Responsible Teaching and Learning Applications. In Handbook of Research on Instructional Technologies in Health Education and Allied Disciplines (pp. 310-330). IGI Global.