Assessing the effectiveness of campus management teams in managing online learning at Durban TVET College Campuses
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Authors
Dlungwana, Ignatia Thobeka
Issue Date
2025-08
Type
Dissertation
Language
en
Keywords
Online learning , Digital learning , Virtual learning , Online instruction , Managing , Monitoring , Learning Management System , Educational technologies , Campus Management Teams (CMT) , TVET , Fourth Industrial Revolution and Digitalisation
Alternative Title
Abstract
Although online learning had existed prior to the COVID-19 pandemic, the South African education sector was compelled to quickly adjust and transition to online learning platforms to comply with the restrictions that were implemented to curb the spread of the pandemic. Many Technical and Vocational Education and Training (TVET) colleges were not ready to implement online learning as they lacked the necessary infrastructure (Despite the increasing availability of online learning platforms, it is still vital to evaluate their effectiveness in meeting learning objectives, promoting student participation and academic achievement. TVET colleges still need to guarantee that online learning aligns with best practices in education and continually satisfy the changing demands of both TVET lecturers and students. Using the Technological Acceptance Model (TAM) as it’s theoretical framework, the study sought to assess the effectiveness of TVET campus management teams (CMTs) in managing online learning. One TVET college in Durban was used as a case study. A mixed-method approach was used to collect data to combine the benefits of both the quantitative and the qualitative methods. An electronic questionnaire was administered to 7 campus managers, 10 heads of departments and 42 senior lecturers to collect quantitative data. 2 focus group discussions were conducted to collect qualitative data. The findings revealed that TVET campus management teams (CMTs) were knowledgeable about the various educational technologies, however, they lacked experience using them to monitor online learning. Furthermore, the study also revealed that TVET CMTs understood the impact of educational technologies in teaching and learning, although they did not leverage their monitoring features. The CMTs acknowledged their limitations in effectively monitoring online learning and they expressed a willingness to acquire the necessary skills. It is therefore crucial that TVET colleges should provide a robust LMS to ensure effective online learning monitoring and support. TVET colleges should invest in comprehensive training for CMTs to enhance their capacity to effectively monitor and support online teaching and learning. The study’s findings may inform the development of policies and proper guidelines that mandate the use of an LMS to ensure standardised and effective online learning practices should be developed and implemented.