COVID-19 Impact on TVET Students’ Virtual Teaching and Learning

The Transition to Online Learning

The COVID-19 pandemic has transformed education worldwide, with technical and vocational education and training (TVET) institutions facing unique challenges in the shift to virtual teaching and learning. As schools and colleges closed their doors to prevent the spread of the virus, TVET programs found themselves navigating uncharted territory, seeking to continue hands-on, practical training remotely.

For TVET students at Stanley Park High School, the transition to online learning was a significant adjustment. Many faced barriers to accessing the technology and resources needed for effective virtual instruction, exacerbating existing inequalities. Adapting to self-directed learning and maintaining motivation also proved difficult for some.

However, the pandemic also presented opportunities. Virtual platforms enabled increased flexibility, allowing students to balance their studies with other commitments. And with the right support, many TVET learners were able to develop valuable digital skills crucial for success in our increasingly tech-driven world.

This article explores the impact of COVID-19 on TVET students’ virtual teaching and learning experiences, drawing insights from research conducted across Kenya. We’ll examine the challenges faced, the strategies that enabled success, and the lessons learned that can inform the future of TVET education.

Barriers to Online TVET Learning

The shift to remote instruction posed significant obstacles for TVET students, many of whom lacked reliable internet access and appropriate devices for online learning. According to a UNESCO report, 56 million students in sub-Saharan Africa, including Kenya, lived in areas without access to mobile networks during the pandemic, severely limiting their ability to participate in virtual classes.

“Since many of the trainees lacked smartphones and frequently left their phones off, I was unable to speak with a large number of them last year,” shared a TVET trainer from Western Kenya. This digital divide disproportionately impacted marginalized learners, further exacerbating educational inequalities.

Beyond connectivity issues, the unfamiliar online learning environment presented its own challenges. As one trainer explained, “This is a difficult moment for me to begin online instruction because I have not been provided with some bundles.” Lack of training and support for both teachers and students hindered the effective delivery and engagement with virtual coursework.

Financial constraints also played a significant role, as the increased costs of internet data plans and digital devices posed barriers for many TVET students. As a Kenyan TVET trainee described, “Having an online class during a pandemic is quite tough; not every family is fortunate enough to have a safe shelter, a smartphone or a laptop, and an internet connection.”

Maintaining Motivation and Engagement

The transition to online learning not only presented technological hurdles but also impacted students’ motivation and engagement. Without the face-to-face interactions and practical, hands-on activities that are integral to TVET programs, many learners struggled to stay focused and invested in their studies.

As one trainee shared, “I needed help at times, but I rarely asked for it. I had no idea how to pose queries. If I don’t get the principles. And there were no face-to-face possibilities for criticism. This might make matters worse.”

Trainers also faced challenges in keeping large virtual classes engaged and providing personalized feedback. As a TVET instructor explained, “Dealing with a large number of trainees in an online class is a very big challenge because it becomes too difficult to control that big number. I do believe that if the trainees were less than ten, the trainer would be able to control, interact and give feedback promptly to each of them.”

The lack of social interaction and support networks that are typically fostered in in-person TVET settings further exacerbated feelings of isolation and disengagement for some students.

Strategies for Success

Despite the numerous challenges, TVET students and institutions demonstrated resilience and adaptability in the face of the pandemic. Some key strategies emerged that enabled successful virtual learning experiences:

Enhancing Digital Literacy and Access

Recognizing the critical role of technology, many TVET providers worked to improve digital literacy and access for both students and instructors. This included providing training on online platforms and tools, as well as exploring ways to subsidize internet and device costs for disadvantaged learners.

As the ResearchLeap article highlights, “The selective utilization of technological tools in educational settings can enhance students’ proficiency in digital literacy. Simultaneously, this practice has positively impacted students’ academic achievements.”

Fostering Engagement and Community

To combat feelings of isolation and disengagement, TVET educators sought to foster a sense of community and connection among virtual learners. This involved implementing interactive teaching methods, facilitating peer-to-peer collaborations, and maintaining regular communication and feedback loops with students.

As the IJIED article suggests, “Interaction in VL can boost student motivation and, therefore, improve their mental health and learning outcomes.”

Adapting Curriculum and Assessment

TVET programs had to quickly adapt their curriculum and assessment practices to the online environment. This included developing virtual simulations and interactive learning modules to replace hands-on practical training, as well as exploring alternative assessment methods that could be effectively administered remotely.

The ResearchGate study highlighted the need for “personalized instruction to meet the needs of all students,” emphasizing the importance of flexibility and adaptability in virtual TVET instruction.

The Future of TVET Education

The COVID-19 pandemic has undoubtedly accelerated the integration of technology in TVET education, presenting both challenges and opportunities. While the shift to virtual learning has exposed longstanding inequalities, it has also demonstrated the potential for digital tools to enhance access, flexibility, and the development of crucial 21st-century skills.

As Stanley Park High School and other TVET institutions look to the future, key priorities should include:

1. Improving Digital Infrastructure and Access: Investing in reliable internet connectivity, subsidizing digital devices, and providing comprehensive technical support to ensure equitable access for all TVET students.

2. Strengthening Educator Capacity: Offering continuous professional development to help TVET teachers effectively integrate technology into their teaching practices and foster engaging virtual learning experiences.

3. Adapting Curricula and Assessment: Designing flexible, hybrid learning models that seamlessly blend virtual and in-person instruction, with a focus on developing practical, industry-relevant skills.

4. Fostering Student-Centered Approaches: Prioritizing personalized learning, maintaining strong student-teacher relationships, and cultivating a sense of community and belonging, even in virtual settings.

5. Collaborating with Industry Partners: Partnering with employers to ensure TVET programs remain relevant and responsive to the evolving needs of the job market, leveraging technology to enable valuable work-based learning opportunities.

By embracing the lessons learned during the COVID-19 pandemic and proactively shaping the future of TVET education, Stanley Park High School and other institutions can empower their students to thrive in a rapidly changing, tech-driven world.