The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners' willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

No abstract

No abstract

The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers’ training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers’ lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers’ training, and learners’ preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks.

No abstract

<p class="Abstract">Educational literature is richly provided with research confirming the benefits of video-based multimedia (VBM) in education. So, understanding learners’ attitude about learning using video-based multimedia makes sense. A convergent parallel mixed methods research design was used to analyze and interpret learners’ attitudes in the context of learning astrophysics using video-based multimedia. The research involved 294 students (168 male and 126 female) of senior five (grade 11) who purposively selected from eight public secondary schools in Rutsiro and Rubavu districts, Rwanda. Data were collected using a questionnaire (Cronbach alpha=.87), a semi-structured interview, and class observation. Quantitative data were analyzed using descriptive statistics and t-test (P  level of significance) while content analysis was employed to analyze qualitative data. The findings revealed that there is no significant difference between male and female attitudes towards the use of video-based multimedia in learning astrophysics. Besides, the geographical location of the school influences the learners’ attitude. The results revealed some factors that affect learners’ attitudes towards learning astrophysics using video-based multimedia. Moreover, the findings recommend how the identified challenges could be alleviated not only in the Rwandan but in other science subjects worldwide. </p>

In Rwanda, social, economic, and educational activities have recently been affected by the COVID-19 pandemic. After its outbreak, schools closed, and one of the alternatives opted for was online learning. This study assessed the satisfaction of school subject leaders (SSLs) and school leaders (SLs) with online learning and identified opportunities and challenges for the improvement of online learning. The study was guided by a professional development framework and design for online teaching. Data were gathered through an online survey and a Zoom meeting with 158 SSLs and 120 SLs purposively chosen from the University of Rwanda's continuous professional development (CPD). Findings indicated that the most commonly used materials are laptops and mobile phones, while the most entertaining activities include doing online quizzes and interactive discussions. Furthermore, the study revealed a high level of satisfaction with online facilitation, even though teachers still need support from facilitators. In addition, males are more motivated to continue with online learning than females. It was also revealed that both SSLs and SLs still have challenges in uploading assignments, contributing to forum discussions, and understanding the subject content. This study recommended the increase of videos, online quizzes, and face-to-face sessions to improve online learning.

This research aimed at investigating the influence of teachers’ beliefs and the reasons behind their resistance to the effective integration of video-based multimedia (VBM) in physics classrooms. An explanatory research design following a pragmatic worldview was used in this study to investigate teachers’ pedagogical beliefs and to examine the causes of their resistance to integrating VBM in the physics classroom. A purposive sampling method was used to select 47 physics teachers. Participants in this study were aged between 26 and 56 years old with an average teaching experience of 8.1 years. A questionnaire (Cronbach alpha = 0.85) was distributed to participants, followed by one-to-one interviews with randomly selected senior five physics teachers. Participants witnessed the effectiveness of using VBM in teaching physics. However, they still resisted incorporating it into teaching. Results revealed that the link between teachers’ beliefs and their resistance to incorporating VBM in the teaching and learning of physics is quite strong. An investigation of how to address the factors that impede the effective incorporation of VBM in teaching and learning is highly recommended.