COVID-19 and Prospect of Online Learning in Higher Education in Africa

Y

11

COVID-19; Pandemics; Online Courses; School Closing; Educational Technology; Technology Uses in Education; Higher Education; Technology Integration; Foreign Countries; Distance Education; Success; Student Attitudes; Teacher Attitudes; Individual Characteristics; Teaching Methods; Leadership Responsibility

Africa; Egypt; Kenya; South Africa; Uganda; Ghana; Morocco

2151-0393

Although its impacts on higher education functions are yet to be studied across regional, national, and institutional contexts, it is generally observed that COVID-19 disrupts teaching and learning, research and travels, and university community service worldwide. To improve our understanding of the strategies higher education institutions (HEI) can use for staying relevant and competitive in times of crisis and beyond, this essay reflects on current developments in HEI in Africa as linked to COVID-19. It subsequently highlights how African HEI respond to the pandemic, the prospect of online instruction, and the conditions that support the successful integration of technologies in teaching and learning. There is ample evidence that supports that African universities are more likely to significantly embrace digital technologies in the future than ever before. To inform successful technology integration, a generic conceptual model that explains success indicators and success factors in technology-supported learning environments in higher education is presented.

As Provided

2022

EJ1326672