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

A case study from Namibia

  • Ngepathimo Kadhila University of Namibia
  • John Nyambe University of Namibia
Keywords: Africa, COVID-19, higher education institutions, Namibia, online pedagogies, quality assurance

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.    

Published
2021-11-18
How to Cite
Kadhila, N., & Nyambe, J. (2021). Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia: A case study from Namibia. Journal of Learning for Development , 8(3), 516-531. Retrieved from https://jl4d.org/index.php/ejl4d/article/view/517