Teachers’ Experiences With Online Teaching During COVID-19 in Kenya and Namibia

Elizabeth Ndeukumwa Ngololo; Haaveshe  Nekongo-Nielsen; John Odhiambo

doi:10.46627/silet.v4i2.185

Elizabeth Ndeukumwa Ngololo Department of Multi-Disciplinary Research Services, University of Namibia, Namibia
Haaveshe Nekongo-Nielsen Office of Academic Affairs, University of Namibia, Namibia
John Odhiambo Center for Mathematics, Science and Technology Education in Africa, Kenya

DOI: https://doi.org/10.46627/silet.v4i2.185

Keywords: COVID-19, Online learning, Technology integration, Collaborative learning theory

Abstract

During the COVID-19 pandemic across sub-Saharan Africa, the sudden closure of schools has interrupted and brought physical learning to a standstill. The rapid transition to emergency remote teaching posed many challenges and required innovative approaches to ensure continuity of teaching through information technology tools in Kenya and Namibia. Online Collaborative Learning (OCL) theory supports an effective teaching strategy for teachers to adopt appropriate technologies and clear educational goals, develop clear instructions for influencing students’ online behavior, prepare and orientate students adequately, and select pertinent discussion topics. The study used a cross-sectional survey of secondary school teachers in both countries. The results show that teachers continued to provide education during the pandemic without proper guidance from the school leadership. Teachers lacked knowledge and support in developing appropriate online content, motivating students, and delivering quality teaching. Also, the results show no evidence-based online collaborative learning among teachers and/or schools. Similarly, schools lacked knowledge practices and digital resources, especially those in rural settings. The study recommends the improvement of continuing professional development in the respective countries, covering aspects of the school vision, leadership, practices of the teaching community, pedagogical approaches, school-level knowledge practices, and increased digital resources.

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Author Biographies

Elizabeth Ndeukumwa Ngololo, Department of Multi-Disciplinary Research Services, University of Namibia, Namibia

Elizabeth Ndeukumwa Ngololo (PhD) is a Senior Researcher in the Multi-disciplinary Research Services Department, University of Namibia. Her research areas include Information, Communication and Technology in Education, Science and Mathematics Education, Teacher Education, Educational Programme Evaluation, IKS and Early Childhood Development. She has published extensively in academic journals, and supervised post graduate students.

Email: engololo@unam.na

ORCID ID: https://orcid.org/0000-0002-0971-4152

Haaveshe Nekongo-Nielsen, Office of Academic Affairs, University of Namibia, Namibia

Prof Haaveshe Nekongo-Nielsen is an Associate Professor in Education for Development Department of Higher Education and Lifelong Learning at the University of Namibia (UNAM). For over 25 years, Prof Nekongo-Nielsen served the University of Namibia in various capacities and different levels, including as Head of Department, Director of the UNAM Oshakati Campus, Director of the Centre for External Studies and for two years secondment as Education Programme Specialist at the UNESCO Windhoek Cluster Office. Her research interests are in the areas of education policy and leadership; rural development education; indigenous knowledge education; access, equity and equality in education; educational standards, evaluation and quality assurance mechanisms as well as curriculum development and assessment. Prof Nekongo-Nielsen holds a PhD in Education for Development from the University of the Western Cape, South Africa.

Email: hnnielsen@unam.na

John Odhiambo, Center for Mathematics, Science and Technology Education in Africa, Kenya

John Odhiambo is a National Trainer at the Center for Mathematics Science and Technology Education in Africa (CEMASTEA) where he provides In-Service Training and Education (INSET) for Mathematics and Science teachers at both Secondary and Primary levels in Kenya and other African countries. John is a holder of Master’s Degree in Educational Research and Evaluation from Catholic University of Eastern Africa and currently pursuing a PhD in Educational research and evaluation at the same institution.

Email: j.odhiamboh2001@gmail.com

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Teachers’ Experiences With Online Teaching During COVID-19 in Kenya and Namibia

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