TVET programmes involve school-based and
workplace-based training. TVET focuses on practical
skills and work-readiness making remote learning
challenging. Remote learning is a weak substitute for
practical exercises as they require equipment or materials
not found at home. Most providers are unable to deliver
or assess practical skills training remotely. This study
aimed to assess the trainers’ attitude towards remote
training. The research explores trainers’ perception, tools
and challenges in delivering technical training remotely.
The theory of Diffusion of Innovations (DIT) guided the
study. The study employed explanatory research design
targeting trainers in 8 TVET institutions in Bungoma.
The target population was 376 trainees and 242 trainers.
Questionnaires were designed and used for data
collection.Descriptive statistics (frequency and
percentages) were used and data was presented in tabular
form.The study established that despite many
trainers finding it easy to teach theory remotely there is
negative attitude among majority of trainers on training
practicals remotely. The study recommended that TVET
institutions should blend remote learning with physical
sessions to allow practical training to take place.
Institutions should look for ways to mitigate challenges
associated with remote learning.
Keywords : Remote learning, TVET, attitude, challenges.