Teaching and Learning in resource-limited settings in the face of the COVID-19 pandemic

Abstract

Although the extent of the damage caused by the COVID-19 pandemic in Africa is unknown, its effect on the socioeconomic and geopolitical spheres is becoming palpable. Its impact on communication and social formations is evident as it has shifted such to a more spatial and virtual sphere. The closure of schools does not only interfere with the traditional patterns of socialization but intercepts the academic sequence and plunges illprepared educational systems reminiscent of African universities into a cosmos of teaching and learning uncertainties. How prepared are African universities to cope with the threats to its educational systems and adapt or influence the transition? Despite having a teeming youth birth into technology, are they cognitively and technically adept to teach or be taught within the accredited online e-learning platforms? While the safety measures announced by African governments in relation to the closing of educational institutions and the banning of gatherings have a negative impact on the continuation of teaching, learning and research activities of higher education institutions, it could also be seen as an opportunity.

E-learning in nursing education in Rwanda: A middle-range theory

“…[40,63,64] Recently, the Covid-19 global pandemic has forced educational institutions to review their educational structures and move to online teaching and learning. [64][65][66][67] Curricula design and implementation should support contextbased nursing practice needs and reflect current healthcare environment trends. [68] The success of e-learning requires that institutions, students and teachers are ready to embrace technology.…”

Undergraduate Students’ Views About Emergency Distance Education During the Covid-19 Pandemic

“…At this point, the importance of live lesson software, which will maximize the interaction, increased, and synchronous applications were recommended by the Council of Higher Education (CHE). In the literature, it is seen that there are many studies conducted on live lesson software (Herand & Hatipoğlu, 2014;Işık et al, 2010;İzmirli & Akyüz, 2017;Lavolette et al, 2010;Mbiydzenyuy & Silungwe, 2020;Schullo et al, 2007;Yıldırım et al, 2011). In some studies, the synchronous softwares of different brands were compared, and their strengths and weaknesses were tried to be determined.…”

Emergency remote education in foreign and second language teaching

“…In a similar vein, the literature shows a neither entirely positive nor entirely negative picture of the effects of ERT on language learners. The findings indicate that both teachers and students are able to turn challenges of ERT into affordances when they receive sufficient support from governmental authorities, schools or peers and benefit from already acquired digital skills and technical infrastructure available (Mbiydzenyuy & Silungwe, 2020;Robinson et al, 2020).…”