Investigating the Effects of E-Learning as a Method of Curriculum Dissemination for Rural TVET College Students

Madimabe, Makhosi P.; Omodan, Bunmi Isaiah

doi:10.46303/ressat.2021.27

Cited by 18 publications

(17 citation statements)

References 8 publications

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“…E-learning and virtual learning is the solution (Ehab et al, 2021;Maxim et al, 2021;Kalimullina et al, 2021;Williams et al, 2021). In the learning process for technical and vocational education training (TVET), students should focus not only on cognitive skills but also on psychomotor and affective skills (Madimabe & Omodan, 2021;Vogler et al, 2018). In other terms, they must be skilled with a good attitude and knowledge (Hoe et al, 2021;Huang, 2020;Mora et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

Maksum

Purwanto

2022

IJEMST

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The quality of learning must be continuously improved, even during the pandemic. The demand is that students can study well and improve their cognitive, affective, and psychomotor skills. During the COVID-19 pandemic, students are encouraged to learn online from home. Adapting this new habit challenges the teacher to design a project-based learning process appropriately. The purpose of this paper is to describe the development process of the electronic teaching module for students as project-based learning (PjBL) of steering, brakes, and suspension subjects in the Automotive Department, Engineering Faculty, Universitas Negeri Padang. Student modules are designed to improve cognitive, affective, and psychomotor abilities. This study describes the module arrangement and uses the RD method. To investigate the needs of the development process, a need analysis was also performed. In the module development process, conceptual module and content validity were assessed by experts. Furthermore, practicality, effectiveness, and t-test were applied. The results showed that the development improves students' cognitive, affective, and psychomotor abilities.

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Section: Introductionmentioning

confidence: 99%

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

Maksum

Purwanto

2022

IJEMST

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“…Adukaite et al (2017) are of a similar view as they designate those new-fangled challenges have emanated in rural South African schools with regards to digital expansions resulting from digital variations that remain unaddressed, yet, on the other side, for an enhanced academic attainment in the current learning and teaching philosophy such e-learning resources need to be equally available and accessible for all cohorts of learners. In the same vein, Dube (2020), Madimabe and Omodan (2021) also confirm that rural schools, including higher colleges and their learners suffered during the hit of COVID-19 lockdown because they were neither exposed to technologically infused learning, not have access to technological materials such as computers, phones, and internet.…”

Section: Introductionmentioning

confidence: 93%

Digital influences on academic attainment

Makena

Omodan

2022

IJRBS

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This paper aims to investigate whether e-learning has any significant influence on academic attainment. From this time, little is noted by literature about training teachers towards attaining the necessary skills needed for digital e-learning applications. Investigation for this paper was conducted through a qualitative research methodology. Authors decided to use this method with a concern of understanding the behaviour of humans as per teacher perspectives, leading to obtaining better understanding of underlying motives. For this qualitative investigation, three conveniently selected secondary school teachers from a rural school in the Eastern Cape Province of South Africa were interviewed. Engaging with the participants through administration of the interview schedule assisted authors in obtaining reach data due to contained questions that had a specific element of being open-ended. A fundamental finding revealed that teachers across all subjects have since embarked at focusing on (i) learner-centered practical approaches to allow determined e-learning engagements, thus having an impact on (ii) learner turnout. On noting this perspective from the teacher participants, it is recommended that as citizens held up in the technological revolution, there seems to be a need for teaching-learning approaches to be altered. This study, therefore, concludes that as a means to enable enhanced learner attainment, rural versus urban digital variations be addressed

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“…The solution to this shortage requires a strong instructional practice that embraces both theory and practice where teachers understand their roles in leading the learning process. Practical lessons are a teaching and learning activity that requires students to observe and/or manipulate objects and materials at some point, with learning experiences where students interact with materials to check and observe a given phenomenon in a practical workshop (Madimabe & Omodan, 2021;Vilaythong, 2011). To merge theory and practice in engineering education, instruction should take place in a workshop or laboratory, following relevant methods (Rosa & Feisel, 2005).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers’ Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching

Blayi

Skosana

Khoza

2022

RESSAT

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Domestic installation and wiring are still a concern among the secondary central district schools of Johannesburg. Students reach the to Grades 11 and 12 with signs of inadequate knowledge on the domestic installation and wiring concepts taught in 10. This is a qualitative research study involving six electrical technology teachers from schools within the central district of Johannesburg, South Africa. The teachers were purposively selected to take part in the study. The pedagogical content knowledge construct was used as a theoretical framework to underpin the study. Data were collected using face-to-face interviews with the teachers and by observing the classroom when teachers were teaching domestic installation and wiring concepts. Data were analyzed using verbatim quotes for face-to-face interviews and descriptively for classroom observations. Findings of the study revealed that teachers are being negatively affected by lack of resources and of adequate training. The study recommends that more resources be sought so that teachers can fully teach the practical component with ease and confidence. Recurrent refresher training events are also recommended for teachers to keep up with the electrical technology concept.

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Investigating the Effects of E-Learning as a Method of Curriculum Dissemination for Rural TVET College Students

Cited by 18 publications

References 8 publications

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

Digital influences on academic attainment

Teachers’ Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching

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