This study investigated the perceptions of Technical Vocational Education and Training College (TVET) lecturers towards digital learning (DL) at the College. The study adopted a mixed research methodology to investigate the phenomenon, and utilised exploratory research. The study was conducted among a population of 125 lecturers and management at the TVET College; both stratified and purposive sampling methods were employed to determine the participants of the study. With the exclusion criteria that required that participants should have knowledge or experience of digital learning, have been working with for the College for more than a year, and must have attended the digital learning workshop hosted by the college and organised by the digital learning service providers in May 2017, researchers ended up with a sample size of 75 participants. Questionnaires and interviews were the principal instruments for data collection. The quantitative data gathered was examined by utilising the Statistical Package for the Social Science (SPSS), version 24.0, while the qualitative data gathered were transcribed manually and analysed using thematic analysis. The findings revealed that TVET lecturers perceived digital learning as a conducive way to facilitate interactions and discussions between lecturers and learners, is convenient to use, facilitates and improves teaching and learning, and is user friendly. Moreover, the TVET lecturers’ perceptions indicated readiness and willingness to apply digital learning at the TVET College although infrastructure and systems in the college reflected non-readiness for effective roll out of digital learning. The study recommends that; institutional needs, instructor’s needs and learner’s needs be evaluated prior to the implementation of digital learning. It is also recommended that sufficient training be provided to all users prior to the full adoption of digital technology and that there is provision of complete infrastructure, including software and hardware, full access to the internet, IT manuals and reading and training materials as key requirements to achieve effective implementation of digital learning.

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数字学习：对职业技术教育培训学院的讲师的看法

这项研究调查了技术职业教育与培训学院（TVET）讲师对学院数字学习（DL）的看法。该研究采用了混合研究方法来研究该现象，并利用了探索性研究。这项研究是在TVET学院的125名讲师和管理人员中进行的；分层和目的抽样方法均被用来确定研究对象。根据排除标准，要求参与者必须具有数字学习知识或经验，已经为学院工作了一年以上，并且必须参加了由学院主办并由数字学习服务提供商组织的数字学习研讨会2017年5月，研究人员最终抽取了75名参与者作为样本。问卷调查和访谈是收集数据的主要手段。利用社会科学统计软件包（SPSS）24.0版检查收集的定量数据，同时手工转录收集的定性数据并使用主题分析进行分析。调查结果表明，TVET讲师认为数字学习是促进讲师与学习者之间的互动和讨论的有益方式，易于使用，促进和改进教学与学习，并且用户友好。此外，TVET讲师的看法表明，尽管该大学的基础设施和系统反映出尚未为有效地推广数字学习做好准备，但他们愿意并愿意在TVET学院应用数字学习。研究建议：机构需求 在实施数字学习之前，先评估教师的需求和学习者的需求。还建议在完全采用数字技术之前，向所有用户提供足够的培训，并提供完整的基础架构，包括软件和硬件，互联网的完全访问权限，IT手册以及阅读和培训材料，这是关键要求实现数字学习的有效实施。