Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia

Autor/inn/en	Kadhila, Ngepathimo; Nyambe, John
Titel	Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
Quelle	In: Journal of Learning for Development, 8 (2021) 3, S.516-531 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Foreign Countries; Barriers; Online Courses; School Closing; COVID-19; Pandemics; Student Attitudes; College Students; Educational Technology; Technology Uses in Education; Educational Quality; Quality Assurance; Access to Computers; Internet; Ownership; Namibia + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten; Collegestudent; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Quality of education; Bildungsqualität; Qualitätssicherung; Eigentum
Abstract	Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01