Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Abstract

Prior to the occurrence of the global COVID-19 pandemic, some African higher education institutions had already adopted a hybridmode for all their programmes, including distance education. Policies and strategies were put in place to improve the practices, skills and competencies of staff and students. However, the closure of education institutions globally due to the pandemic resulted in the rethinking of current education practices and highlighted the inherent inequalities in the system. This baseline qualitative study, underpinned by the Affordance theory, explores the appropriateness of education responses that were utilised and interrogates the readiness of educators for e-Learning during the pandemic. The participants were purposively selected educators (n=11) from distance and contact African institutions. The study sought to contribute to the reconceptualisation of policies and strategies for distance education provision using e-Learning approaches, which have now become a mainstream reality for the post-school education and training (PSET) sector. Data were collected through individual semi-structured interviews. Thematic analysis was applied to the rich data. The findings identified the successes and shortcomings of facilitating e-Learning at a distance during the pandemic. Some participants felt ill-prepared for the extent of work required to be well equipped to use this approach. In many cases, it was felt that support strategies could have been better structured. Further analysis highlighted possible restructuring that should occur to meet the needs of educators in the twenty-first century and to survive any future pandemics through greater use of e-Learning. Evidence-based recommendations for policies are discussed.

Digitalization of Higher Education Around the Globe During Covid-19

“…Another study by Akbarilakeh et al ( 2019) showed that university workers were happy with the e-learning method [44].…”

Assessing Faculty and Institutional Readiness for e-Learning at the University of Gondar

“…However, the implementation of these technologies in higher education in Africa to satisfy the need for e-Learning should take serious steps of assessment to measure their readiness level. E-Learning readiness is required to ensure the users can use the e-Learning environment and associated technology in the best way possible (Omidire & Aluko, 2022). Adopting novel learning technologies like e-Learning at any university usually comes with readiness and motivation to accept and learn new things related to its application (Almas et al, 2021).…”

Cultivating Awareness: A Framework for Online Learning in Open Distance Learning

“…Anderson and Rivera-Vargas (2020) argue that there has been an increased prevalence of online learning in the DNA of ODL. Investments in the development of staff, information and communication technology (ICT), infrastructure, and resources have constantly been made to best leverage the affordances of the online learning environment (Omidire & Aluko, 2022). The benefits of online learning are well documented in the literature in bridging the distance between the institution and the student by providing immediate access to study materials and the lecturer, interactive learning environments, and the opportunity for students to manage their own learning journey (Kara et al, 2019;Olson & Carroll, 2012;Venkatesh et al, 2014).…”

“…Against this background, ODL institutions are constantly deliberating on how best to harness and leverage the benefits of current information and communication technologies. Omidire and Aluko (2022) argue that reviewing strategies, practices, and online learning design in ODL is necessary. Pre-and post-pandemic research on online learning within the ODL space has increased its relevance, making it prudent to build on existing knowledge about theory, practical experiences, and knowledge (Bozkurt & Zawacki-Richter, 2021).…”