Lecturers’ perspectives on the readiness to implement online teaching and learning at one selected TVET college in Johannesburg

Abstract

The purpose of this research study was to explore lecturers’ perspectives on the readiness to implement online teaching and learning at one selected TVET college in Johannesburg. The study followed the qualitative approach and employed the case study design. The theoretical framework that underpinned this study was the E-learning system. The participants of the study included 10 lecturing staff members from different departments who were purposefully selected. Semi-structured interviews were conducted to generate data from the participants. A chosen time and date for interviews were agreed by both the researcher and participants. The researcher used inductive approach, and thematic analysis procedure in doing data analysis. The findings of the study show that some lecturers’ perspectives on the readiness to implement online teaching and learning were positive, while others were negative. Lecturers who participated in the study reported that the challenges that may hinder the readiness to implement online teaching and learning were lack of training, limited connectivity which was mostly college-based as well as lack of resources such as computers/laptops for students. Recommendations from participants included material support, skills development, financial support and motivation.