Factors That Prevent TVET Teachers From Implementing Flexible And Blended Approaches In Their Teaching

Abstract

The main aim of this study is to find out the barriers that prevent TVET lecturers from using flexible and blended skills in their teaching. The results should answer the hypothesis that TVET lecturers are not adapting to flexible and blended skills in their teaching even after much training on e-learning. // The subjects will include TVET lecturers who are in the six institutions in Kenya that are members of the Common Wealth of Learning network. Those who have participated and have been trained in either one or more of the online courses, workshops, seminars and conferences offered by the organization. // Flexible learning includes, e-learning, m-learning, use of audio visual learning materials, discussion boards or chat rooms; and may be designed as a "blended" approach, with content available electronically and remotely, as well as "face-to-face" classroom tutorials and lectures, and use of internet-based tools such as Virtual Learning Environments. Qualitative, quantitative and descriptive data will be collected. A structured questionnaire will be used. // Data will be expressed as means and standard deviations or medians and ranges as appropriate following a test for the normality of distribution. This will be done using SPSS and Ms Excel. // Lecturers who have adapted flexible and blended skills in their teaching are enjoying the benefits. They are able to reach many students who are otherwise not able to attend formal learning. // Paper ID: 455