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.
