Better for the students and easier for us: factors shaping vocational educators' perceptions of e-Learning

Much of the discussion and policy about the vocational education (VET) sector, recently and over the last decade, have prioritised the need for flexible delivery, competition and innovation, with e-Learning typically framed as a key strategy to support this directive. However, questions remain regarding the uptake, quality and actual practice undertaken by teachers and institutions to integrate e-Learning into teaching delivery, particularly within the VET context.<br><br>This research study explored key factors and considerations that shape adoption and sustained practice for seven VET teachers when integrating e-Learning. The study also explored factors that shaped VET teachers’ ability to implement e-Learning with learners. Semi-structured and open interviews that allowed the teachers' voice and narrative to be present and to tease out perceptions over time have been an important part of this approach.<br><br>The key findings from this study identified factors related to technology, learners, institutional structures and support, and VET teachers’ own values and beliefs that shaped their practice – both in their technology adoption and their technological and teaching decisions when integrating e-Learning. In particular, beliefs and assumptions about their learners, and attitudes related to the roles of the teacher and of the technology to support learners, seemed to shape these teachers’ e-Learning decisions. These factors may provide the stimulus for further considerations for policy makers and institutions when setting up policies, systems and professional development approaches. The study highlights that there are also gaps and further opportunities for research into VET teachers’ beliefs and the ways these shape e-Learning integration and sustained practice.