Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

Abstract

The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners' willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

“…There might be many reasons causing the differences among students' perceptions of online learning environments based on the academic stream. One reason could be that practical experiments and simulations needed for a deep understanding of science concepts were not performed in the online classroom (Nsengimana et al, 2021). Also, knowledge construction through collaborative learning that was an effective method of science learning was limited in the online classroom (Nsengimana et al, 2021).…”

“…One reason could be that practical experiments and simulations needed for a deep understanding of science concepts were not performed in the online classroom (Nsengimana et al, 2021). Also, knowledge construction through collaborative learning that was an effective method of science learning was limited in the online classroom (Nsengimana et al, 2021). Science students may have problems grasping the concepts virtually.…”

“…The students of science were least satisfied and students of arts were most satisfied with online learning environments among all groups of students. The reason might be the fact that practical experiments, demonstrations, laboratory activities, field trips that are required for science teaching and learning were not performed in the online learning classes (Nsengimana et al, 2021). Another reason could be that science students preferred face-to-face teaching and learning to online teaching and learning (Abbasi et al, 2020;Adnan & Anwar, 2020;Patricia, 2020) and was reluctant to use online learning in the future (Syauqi et al, 2020).…”

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

“…Although the 4IR began earlier than the Covid-19 pandemic, disparities in terms of readiness still exists between nations and between individuals (Naidoo, 2020; Sakhapov & Absalyamova, 2018). Furthermore, although individuals may be accustomed to using technologies for personal uses, e-Learning is substantially different (Nsengimana et al, 2021). The terms digital natives and digital immigrants illustrate the disparities in readiness (Naidoo, 2020).…”

Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry

“…In the study conducted by Nsengimana et al ( 2021 ) on the communication platforms, ICT infrastructures and software, and online resources were found as opportunities for online teaching and learning. Therefore, there is a need to examine the effectiveness of web-based discussions in relation to the students’ cognition and perception and see how this learning approach can enhance students’ performance in organic chemistry.…”