eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

Abstract

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

COVID-19 induced psychosocial challenges in South African higher education: Experiences of staff and students at two rural universities

“…This gave rise to the establishment of online learning in order to rescue education, albeit with very minimal preparedness especially in rural settings where the infrastructure to enable online learning was barely existent (Dube, 2020;Mncube al., 2021). Remote learning however presents various challenges for students and staff at higher education institutions -for example the lack of access, training and unavailability of online resources (Dhawan, 2020;Kalimullina et al, 2021;Muhuro & Kang'ethe, 2021), complications of assessment and evaluation (Ntshwarang et al, 2021;UNESCO, 2020).…”

Perceptions of First-Year Students from Disadvantaged Backgrounds on E-Learning at a South African University of Technology

“…This situation has also been amplified by the Covid-19 pandemic. This situation mirrors what is happening in other African countries as the study by Ntshwarang, Malinga and Losike-Sedimo (2021) in Botswana discovered that the use e-learning in universities is constrained by the lack of proper tools, infrastructure and internet access off-campus.…”

Institutionalizing Technologies in South African Universities towards the Fourth Industrial Revolution

“…This study was premised on the theories of social constructivism and diffusion of innovation. Social constructivism is a learning theory propounded by Lev Vygotsky which focuses on collaborative learning process in which the teachers employ teaching methods which are students-centered while the learners engage with learning and interact with one another with the intention to explore and share new knowledge among peers [26,54,55,29,56]. The theory of diffusion of innovation, as propounded by Rogers [57] suggests that adopters of innovation would portray indifference or lack of interest, resulting in resistance, especially when an innovation is perceived to be incompatible with the prevailing culture [58].…”

“…Rogers [57] provided deep insight into attitudinal responses of different stakeholders towards innovative changes affecting their interest. However, Skinner [59] and Kamaruzaman [60,56] noted that the speed of transformation is unprecedented, leaving little or no opportunity for the individual to make choices.…”