Teachers and learners in Otjiwarongo circuit’s experiences of pedagogy and online pedagogy during the COVID-19 pandemic
Loading...
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
Scholars and practitioners worldwide acknowledge that online pedagogy is one of the
most effective instruments for developing a successful teaching and learning environment.
This research sought to investigate how online learning and teaching may be applied in a
resource-limited context to benefit both teachers and learners at two chosen schools in the
Otavi town circuit. This study used Active Learning Theory and Experiential Learning
Theory as its theoretical underpinnings. It used a multiple-case study methodology and
qualitative technique. Participants were drawn from two schools in the Otjiwarongo circuit
using a purposive sampling approach. Data collection instruments included semi structured interviews, focus group discussions, and observation checking lists. The study
examined the teachings of teachers and learners in grades 9, 10, 11, and 12 who employed
online pedagogy during the COVID-19 epidemic. The findings showed that poor
connectivity issues, a lack of computer literacy, and a lack of information technology
devices presented challenges for both teachers and learners. Despite the fast growth of
information and communication technology, the schools in this research were not
equipped to accept it. This study contends that online learning in Namibian schools still
has various problems that must be solved if it is to be successful. As a result, the study
suggests that the Namibian government invest in providing information and
communication technology infrastructure in schools, as well as capacity building in online
pedagogies for teachers and learners, in order to create an effective online learning
environment
Description
A thesis submitted in partial fulfilment of the requirements for the degree of master of education in educational technology
Keywords
Online pedagogy, Pedagogy, COVID-19 pandemic, Namibia, Teachers and learner’s experiences, Implementation