Evolving from physical to electronic classrooms: Implications for quality assurance in a selected technical university

AbstractThis exploratory case study focused on students’ perceptions on how the physical classroom environment compares to the electronic classroom environment and the implications for quality assurance in Technical and Vocational Education and Training (TVET). To include the views of all pure TVET faculties, a stratified random sampling technique was used to draw 453 continuing students who had experienced both physical and electronic eLearning classrooms (excluding Business Studies) using a structured survey questionnaire from the Takoradi Technical University (TTU). Descriptive analysis, mainly frequencies were employed to compare the two modes of teaching. Generally, the students had misgivings about how electronic classrooms (e-classrooms) effectively contribute to their learning compared to physical classrooms. Technical challenges related to internet connectivity and learner support made the physical classroom environment which had positive interaction norms, supportive emotional climate and quality content delivery a better option. Hence, while the e-classroom environment is being promoted worldwide, the context of institutions and the resources available in terms of the suitability of the approach should be seriously considered by policymakers. For university managers, improving internet connectivity, student support and offering regular refresher e-learning trainings for both students and lecturers are indispensable to e-learning.