Reimagining the Purpose of Vocational Education and Training: Perspectives of Bhutanese TVET practitioners on online teaching and learning during the COVID-19 pandemic
PDF

Keywords

Pandemic
Online teaching
Lockdown
Effectiveness
Perception and Challenges
TVET in Bhutan

How to Cite

Tshewang, S., Sarki, P., & Wangmo, S. (2023). Reimagining the Purpose of Vocational Education and Training: Perspectives of Bhutanese TVET practitioners on online teaching and learning during the COVID-19 pandemic. Journal of Innovation in Polytechnic Education, 5, 61–77. https://doi.org/10.69520/jipe.v5i.144

Abstract

Sustainable Development Goal (SDG) 4, which emphasises inclusive and equitable quality education and promotes lifelong learning opportunities for all was achieved by online teaching even during the COVID-19 pandemic. Additionally, online education helped reduce the cost of education, making it more accessible to individuals who might not be able to afford traditional brick-and-mortar schools. So the study was conducted in the midst of online teaching during the pandemic to assess the perceptions of the TVET practitioners and the students.

The aim of this study was to conduct an online survey to learn more about how teachers and students perceived and experienced online classrooms. In response to the present pandemic situation, the general educational system also modified itself to include the delivery of classes via online means. Thus, this survey describes Technical Training Institute teachers’ and students’ perceptions and concerns with regard to taking online classes that have been made mandatory in the wake of COVID-19.

The sample consisted of 10 trainers and 119 trainees from Technical Training Institute Samthang in Wangdue Phodrang. An online survey method (google forms) was used for data collection. The findings show that little more than 27% believed online teaching is effective. It is also reported that the negative aspect of online teaching is attributed to the low level of knowledge transfer (38%), less structured than classroom teaching (53%), challenging to clarify doubt (53%), and teacher designing teaching learning materials were not interesting with 78%. Overwhelming, 76% of the participants believed that the technical issue majorly disrupts the flow and pace of online teaching.

Notably, most participants (69%) thought online education saved time. The study also brought up major challenges with the validity of the assessment system during online education.

https://doi.org/10.69520/jipe.v5i.144
PDF

References

Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). Covid-19 and E-Learning: The Challenges of Students in Tertiary Institutions. Social Education Research 2, 1–8. https://doi.org/10.37256/ser.212021422

Ab Wahab, S. M., & Mohamad, M. (2022). COVID-19: Measures Malaysian Tertiary English  Educators Take in Overcoming Challenges during Emergency Remote Teaching and Learning (ERTL). Conference on Business, Social Sciences and Technology, 2, 8-17

Adams, D., Sumintono, B., Mohamed, A., & Noor, N. S. M. (2018). E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution. Malaysian Journal of Learning and Instruction, 15, 227-256. https://doi.org/10.32890/mjli2018.15.2.9

Allam, S. N. S., Hassan, M. S., Mohideen, R. S., Ramlan, A. F., & Kamal, R. M. (2020). Online Distance Learning Readiness During Covid-19 Outbreak Among Undergraduate Students. International Journal of Academic Research in Business and Social Sciences, 10(5), 642–657. https://doi.org/10.6007/IJARBSS/v10-i5/7236

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the Critical Challenges and Factors Influencing the E-Learning System Usage during Covid-19 Pandemic. Education and Information Technologies, 25, 5261-5280. https://doi.org/10.1007/s10639-020-10219-y

Aung, T.N., Khaing, S.S. (2016). Challenges of Implementing e-Learning in Developing Countries: A Review. In: Zin, T., Lin, JW., Pan, JS., Tin, P., Yokota, M. (eds) Genetic and Evolutionary Computing. GEC 2015. Advances in Intelligent Systems and Computing, vol 388. Springer, Cham. https://doi.org/10.1007/978-3-319-23207-2_41

Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (Covid-19) Pandemic in Georgia. Pedagogical Research, 5, Article No. em0060. https://doi.org/10.29333/pr/7937

Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G. et al. (2020). A Global Outlook to the Interruption of Education Due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis. Asian Journal of Distance Education, 15, 1-126.

Chung, E., Subramaniam, G., & Christ Dass, L. (2020). Online Learning Readiness Among University Students in Malaysia Amidst Covid-19. Asian Journal Of University Education, 16(2), 45-58. doi:10.24191/ajue.v16i2.10294

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367.

Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about Pedagogy in an Unfolding Pandemic (An Independent Report on Approaches to Distance Learning during Covid-19 School Closure). Education International and UNESCO.

Haleem, A., Javaid, M., & Vaishya, R. (2020). Effects of Covid-19 Pandemic in Daily Life. Current Medicine Research and Practice, 10, 78-79. https://doi.org/10.1016/j.cmrp.2020.03.011

Hove, B., & Dube, B. (2021). Covid-19 and the Entrenchment of a Virtual Elite Private School: Rethinking Education Policies in Zimbabwe. Journal of Culture and Values in Education, 4, 84-94.

Kanwal, F., & Rehman, M. (2017). Factors Affecting E-Learning Adoption in Developing Countries—Empirical Evidence from Pakistan’s Higher Education Sector. IEEE Access, 5, 10968-10978. https://doi.org/10.1109/ACCESS.2017.2714379

Krishnan, I. A., Ching, H., Ramalingam, S., Maruthai, E., Kandasamy, P., Mello, G., Munian, S., & Ling, W. (2020). Challenges of Learning English in 21st Century: Online vs. Traditional During Covid-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(9), 1 - 15. https://doi.org/10.47405/mjssh.v5i9.494

Kuensel. (2021, March 16). LMS is expected to give TVET courses more depth. Kuenselonline.com. https://kuenselonline.com/2021/12/16/

Lemov, D. et al. (2020). Teaching in the online classroom: Surviving and thriving in the new normal, New York: Jossey Bass.

Mohamed, B. A., Fattah, I. M., Yousaf, B., & Periyasamy, S. (2022). Effects of the COVID-19 Pandemic on the Environment, Waste Management, and Energy Sectors: A Deeper Look into the Long-Term Impacts. Environmental Science and Pollution Research, 29, 46438-46457. https://doi.org/10.1007/s11356-022-20259-1

Morgan, H. (2022). Alleviating the Challenges with Remote Learning during a Pandemic. Education Sciences, 12, Article No. 109. https://doi.org/10.3390/educsci12020109

Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(10.25215/0802.094).

Nasir, M. I. M., Ramli, M. W., & Som, S. H. M. (2021). Now Look What You’ve Done, COVID-19! The Impact on Academic Survival among Postgraduate Students in Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(2), 604–618.  https://doi.org/10.6007/IJARBSS/v11-i2/8430

Nima. (2020, June 12). e-learning challenges in Zhemgang. Kuensel Online; Kuensel. https://kuenselonline.com/e-learning-challenges-in-zhemgang/

Niranjan, P. S. (2020). Corona Virus Pandemic Impact on Global Education: A Blessing in Disguise. Sustainable Humanosphere, 16, 68-72.

Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. Sagepub. https://doi.org/10.1177/2347631120983481

Preeti, T. (2020). Impact of Covid-19 Pandemic on Education System. International Journal of Advanced Science and Technology, 29, 3812-3814. 

Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-Learning during Lockdown of Covid-19 Pandemic: A Global Perspective. International Journal of Control and Automation, 13, 1088-1099.

Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (Covid-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus, 12, e7541. https://doi.org/10.7759/cureus.7541

Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2021). Effects of Covid-19 in E-Learning on Higher Education Institution Students: The Group Comparison between Male and Female. Quality & Quantity, 55, 805-826. https://doi.org/10.1007/s11135-020-01028-z

Sinhal, S. (2017, June 23). Seven ways classroom teaching is better than online education. India Today. https://www.indiatoday.in/education-today/featurephilia/story/classroom-teaching-better-than-onlineeducation-984387-2017-06-23.

Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., & Shah, J. M. (2020). Impact of E-Learning during Covid-19 Pandemic among Nursing Students and Teachers of Nepal. International Journal of Science and Healthcare Research, 5, 68-76.

Tadesse, S., & Muluye, W. (2020). The Impact of Covid-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 8, 159-170. https://doi.org/10.4236/jss.2020.810011

Tümen Akyildiz, S. (2020). College Students' Views on the Pandemic Distance Education: A Focus Group Discussion. International Journal of Technology in Education and Science, 4(4), 322-334.

Wangdi, N., Dema, Y., & Chogyel, N. (2021). Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students. International Journal of Didactical Studies, 2(1), 101456–101456. https://doi.org/10.33902/ijods.2021167818

Wangmo, U., Nesor, M. R., Choki, S., Om, L., Dorji, K., Dema, N., Sonam, N., Wangchuk, D., & Tshering, N. (2020). Students’ Perception on E-Learning in Punakha Dzongkhag in Bhutan. Asian Journal of Education and Social Studies, 11(2), 18–24. https://doi.org/10.9734/AJESS/2020/v11i230286

Yusuf, B. N. M., & Ahmad, J. (2020). Are we Prepared Enough? A Case Study Of Challenges In Online Learning In A Private Higher Learning Institution During The Covid-19 Outbreaks. Advances in Social Sciences Research Journal, 7(5)205-212. https://doi.org/10.14738/assrj.75.8211

Zhu, M., Bonk, C. J., & Sari, A. R. (2018). Instructor experiences designing MOOCs in higher education: Pedagogical, resource, and logistical considerations and challenges. Online Learning, 22(4), 203-241 https://eric.ed.gov/?id=EJ1202398.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Downloads

Download data is not yet available.