Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia

Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education in...

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Autores principales:	Ngepathimo Kadhila, John Nyambe
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	barriers emergency online pedagogies covid-19 pandemic higher education institutions quality assurance Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/0a39d3942c9e47d9be7643dddaa4f55a
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spelling	oai:doaj.org-article:0a39d3942c9e47d9be7643dddaa4f55a2021-12-02T18:03:47ZBarriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia2311-1550https://doaj.org/article/0a39d3942c9e47d9be7643dddaa4f55a2021-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/517/683https://doaj.org/toc/2311-1550Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platformsto keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological accessthrough the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.Ngepathimo KadhilaJohn NyambeCommonwealth of Learningarticlebarriersemergency online pedagogiescovid-19 pandemichigher education institutionsquality assuranceTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 3, Pp 516-531 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	barriers emergency online pedagogies covid-19 pandemic higher education institutions quality assurance Theory and practice of education LB5-3640
spellingShingle	barriers emergency online pedagogies covid-19 pandemic higher education institutions quality assurance Theory and practice of education LB5-3640 Ngepathimo Kadhila John Nyambe Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
description	Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platformsto keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological accessthrough the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
format	article
author	Ngepathimo Kadhila John Nyambe
author_facet	Ngepathimo Kadhila John Nyambe
author_sort	Ngepathimo Kadhila
title	Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
title_short	Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
title_full	Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
title_fullStr	Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
title_full_unstemmed	Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
title_sort	barriers to the quality of emergency online pedagogies in higher education during the covid-19 pandemic: a case study from the university of namibia
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/0a39d3942c9e47d9be7643dddaa4f55a
work_keys_str_mv	AT ngepathimokadhila barrierstothequalityofemergencyonlinepedagogiesinhighereducationduringthecovid19pandemicacasestudyfromtheuniversityofnamibia AT johnnyambe barrierstothequalityofemergencyonlinepedagogiesinhighereducationduringthecovid19pandemicacasestudyfromtheuniversityofnamibia
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Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia

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