Page 34 - EDUCON 2022 Book of Abstracts

Methodology: The paper employed a systematic literature review to
collect and analyse data.
Results: Higher Education Institutions were not prepared and did not
have the required skills for a complete transition to online learning.
Also, educators lack of expertise in management skills were under-
prepared to adjust to the new mode of teaching and learning. The shift
to online learning has remodelled the education system and quality of
learning.
Conclusion: COVID-19 exposed the digital divide due to limited
skills and access to enabling technologies.
Keywords: COVID-19; digital divide; online pedagogy; technology-
assisted learning

24. Strauss, A.M. & Bipath, K., Evolving trends of distance learning
in Namibia
Background: Ingenious technology-driven education has become
prevalent during the COVID-19 pandemic in schools.
Aim: This article solicits pre-primary to Grade 12 learners'
parents’/guardians’ views and experiences of distance learning in
Namibia during the COVID-19 lockdown.
Methodology: The study employed a mixed-methods research design
to gather and analyse data.
Results: The analysis of the qualitative data revealed the following
main themes: 1) Barriers to distance learning and 2) Suggestions to
overcome these challenges. The sub-themes were: 1) Communication,
2) Teaching and learning 3) Economic challenges, and 4) Materials
and equipment. In summary, the results show that the participating
parents’ expectations of e-learning were not positively associated with
the provision thereof.
Implication: Lack of digital literacy prevented teachers from actively
engaging with learners in digital communities.

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