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

Resource type
Journal Article
Authors/contributors
Title
Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia:
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.
Publication
Journal of Learning for Development
Volume
8
Issue
3
Pages
516-531
Date
2021-11-18
Language
en
ISSN
2311-1550
Short Title
Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic
Accessed
05/04/2022, 12:26
Library Catalog
Rights
Copyright (c) 2021 Ngepathimo Kadhila, John Nyambe
Extra
Number: 3
Citation
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: Journal of Learning for Development, 8(3), 516–531. https://jl4d.org/index.php/ejl4d/article/view/517