Teachers and learners in Otjiwarongo circuit’s experiences of pedagogy and online pedagogy during the COVID-19 pandemic

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

Grantor dc:publisher

University of Namibia

Year dc:date.issued

2024

Author dc:creator

• Iiyambo, Silkka K.

• Online pedagogy
• Pedagogy
• COVID-19 pandemic
• Namibia
• Teachers and learner’s experiences
• Implementation

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11070/3864

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/3864