Challenges of an Online Pedagogy as a Method for TVET Practical Skills Training Delivery and Assessment

Abstract

Natural catastrophes and pandemics have disrupted teaching and learning in unexpected ways, forcing educators to carefully contemplate a future in which the majority of training delivery and assessment may have to be online. However, before committing to this pedagogical shift, there is a need to establish, rank in terms of prevalence and thus address related challenges. This paper aims to establish and rank the challenges of online pedagogy as a method for TVET practical skills training delivery and assessment in the context of trainees, instructors, and assessors. A survey method was used to gather participants’ responses using an open-ended post-test questionnaire from a total of sixty-nine (69) trainees, twenty (20) instructors and eight (8) assessors after they had undergone an online training delivery and assessment of practical skills. The collected responses were first processed into operational data that was then clustered into twelve categories of closely related meanings. The clustered data was then statistically (descriptive) illustrated and then graphically presented in terms of the ranked average percentage of participants mentioning the category of challenges. The findings of the survey showed that lack of ICT equipment; poor or no internet connectivity; lack of feedback and realtime interaction; poor course/training design; and electricity outages ranked as the top challenges of an online pedagogy as a method for TVET practical skills training delivery and assessment. The paper recommends that governments, donor agencies and TVET providers should invest in the infrastructure and enablers of online training and assessment.