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

E. Ngololo, H. Nekongo-Nielsen, John Odhiambo
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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 had no knowledge and support in developing appropriate online content, motivating students, and delivering quality teaching. Also, the results show no evidence-based online collaborative learning amongst 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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肯尼亚和纳米比亚教师在 COVID-19 期间的在线教学体验
在 COVID-19 在撒哈拉以南非洲大流行期间,学校的突然关闭中断了实体学习并使其陷于停顿。快速过渡到紧急远程教学带来了许多挑战,需要采用创新方法,通过信息技术工具确保肯尼亚和纳米比亚教学的连续性。在线协作学习(OCL)理论支持一种有效的教学策略,即教师采用适当的技术和明确的教育目标,制定影响学生在线行为的清晰指令,充分准备和引导学生,并选择相关的讨论主题。该研究对两国的中学教师进行了横向调查。结果显示,在大流行病期间,教师在没有学校领导适当指导的情况下继续提供教育。教师在开发适当的在线内容、激励学生和提供优质教学方面缺乏知识和支持。此外,研究结果表明,教师和/或学校之间没有基于证据的在线协作学习。同样,学校也缺乏知识实践和数字资源,尤其是农村学校。研究建议各国改进持续的专业发展,包括学校愿景、领导力、教师群体的实践、教学方法、学校层面的知识实践以及更多的数字资源。
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发文量
10
审稿时长
4 weeks
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