Journal of Innovation in Polytechnic Education (JIPE) is pleased to announce the publication of Perspectives of Bhutanese TVET practitioners on online teaching and learning during the COVID-19 pandemic by Sangay Tshewang, Prakash Sarki and Sonam Wangmo.  

Read the article on JIPE.ca.

About JIPE 

Journal of Innovation in Polytechnic Education (JIPE) is an online, open-access journal for peer-reviewed papers that mobilize knowledge and insights generated by the global polytechnic community. JIPE is electronically published by Humber Press at Humber College’s Office of Research & Innovation. JIPE is accepting submissions on a rolling basis. To learn more about JIPE, please visit jipe.ca or email humberpress@humber.ca   

Abstract:  

Due to the shutdown of schools, universities, and Technical and Vocational Education and Training (TVET) programs during the pandemic, practically all students experienced educational challenges for an entire year. The education system was conducted remotely via the internet, TV, and mobile phones; however, TVET education, which is learned outside of the typical classroom, suffered due to internet problems, lack of electricity supply, lack of availability of technology, unprepared teachers, and challenges in balancing studies and household responsibilities for female students. It is tough and challenging to adapt and implement this educational system under such pandemic conditions, particularly for low-income and vulnerable youths. Since TVET strongly emphasizes practical skills and workplace readiness, remote learning is complex. TVET is a practical-based education that can be successfully learned through performing in classrooms, workshops, or laboratories, along with the practical experience of training or attachment at the workplace. In another setting, practical instruction for some professions could be realistically simulated, for example, through augmented reality experiences. Still, again, the cost of purchasing sophisticated and complex software that can run such simulations can be a barrier for most students. The biggest challenge is adjusting to distance learning, which mainly relies on learning by experience.  

This study aimed to learn more about how Bhutanese teachers and students in a technical training institute perceived and experienced online classrooms during the pandemic. In response to the present pandemic, the entire educational system changed and modified itself to include the delivery of online classes. This survey describes Technical Training Institute teachers’ and students’ perceptions and concerns about the emergency pivot online instruction.  

The sample consisted of 10 trainers and 119 trainees from Technical Training Institute Samthang in Wangdue Phodrang. An online survey method (Google Forms) was used for data collection. While most participants (69%) thought online education saved time, the study also uncovered significant challenges related to the validity of the assessment system. The findings show that only 27 per cent believed online teaching is effective. It is also reported that this negative impression of online education can be attributed to the low level of knowledge transfer, lack of structure in lessons, challenges to clarify doubts during the class, and poorly designed learning materials. Significantly, most participants believed that technical issues majorly disrupt the flow and pace of online teaching.  

Equal access to all course materials is not just an important aspect of facilitating inclusive learning experiences for all learners. It’s required by law.  

• Adopting course textbooks as far in advance as possible and prior to the start of the semester is crucial. Faculty are encouraged to work with publishers to select textbooks that are available in multiple formats to facilitate better accessibility for learners. 

• Copyright laws include exemptions in order to accommodate learners with disabilities.  

• Under the Customer Service Standards of the Accessibility for Ontarians with Disabilities Act (AODA), organizations must serve customers with print disabilities. Educational institutions must serve learners with print disabilities. 

• Universal Design for Learning (UDL) principles emphasize the importance of adopting textbooks that are available in multiple formats such as paper, electronic, audio, etc. to ensure learners with print disabilities can access course materials. 

• Selecting a textbook early will help Accessible Learning Services (ALS) to provide a more accessible format in a timely manner to learners registered with our office who have print disabilities when they encounter a textbook that does not meet their disability-related needs.  

• In the event that a learner with a disability reports that the textbook format(s) available for their course does not meet their disability-related needs, ALS supports the learner in the process of obtaining a more accessible copy.  For example, Accessible Learning Advisors (ALAs) may request alternative textbook formats on behalf of students directly from publishers or by accessing digital repositories such as AccessText Network, Alternative Education Resources for Ontario (AERO) or the Centre for Equitable Library Access (CELA).  

• ALS staff support learners who encounter inaccessible required textbooks only. Humber has support available for faculty to ensure they can develop other course materials in accessible formats through Innovative Learning.  

Resources and legislation listed below can provide more details regarding the responsibilities of the institution to ensure learners have access to accessible textbooks: 

• Accessibility for Ontarians with Disabilities Act (AODA) - Customer Service Standard 
• Accessibility for Ontarians with Disabilities Act (AODA) 
• Customers with Print Disabilities (aoda.ca) 
• Universal Design for Learning (UDL) Guidelines (cast.org) 
• Innovative Learning 

Visit our ALS Information for Faculty website to learn more about accommodating learners with disabilities.   

Please email us at accessible-learning@humber.ca with suggestions for key accessibility-related topics that you would like us to address through the Communiqué.  

We would like to provide information regarding the anticipated turnaround time for returning exams that were taken in the Test Centre back to faculty. Exams administered digitally (on a computer) can be expected to be returned on the same day. In the case of printed exams, you can anticipate receiving them on the following business day, as completing the scanning and emailing process often takes longer.

Should you prefer, you are welcome to pick up your printed exams at the Test Centre. However, kindly be aware that our team is currently managing a high volume of students, and there could be delays as we work to assist you promptly.

We appreciate your cooperation and patience during this finals period.

The Kinesiology program is looking for clients for Exercise & Lifestyle Counselling Sessions for the winter 2024 semester!

The perks of being a client:

• Flexibility: In-person and virtual training available.
• Individual Training: One on One training from a Kinesiology Student Trainer.
• Comprehensive Approach: Focus not only on personal training, but on overall health and wellness.
• Personalized Advice: Your trainer can offer exercise programing, personal training, physical activity guidelines, healthy lifestyle. suggestions, health and wellness counselling, general nutrition advice, accountability.
• It’s completely free to participate!

What we ask of you:

• A weekly time commitment of one hour per week to meet with your Kinesiology Student Trainer for the duration of the semester.
• Complete an evaluation of your trainer at the end of the semester.

This opportunity is open to all students and staff!

Learn more or sign up or visit Qualtrics Survey | Qualtrics Experience Management.