Policies and Practices on Online Learning across Higher Education Institutions in Africa

• In Event: A Multinational e-Learning Partnership: Coordinating New Opportunities for Student Learning Across 10 Higher Education Institutions

Proposal

While COVID-19 has disrupted education across all countries at all levels, it had the most significant interruptions in many African countries. Most universities shut down their campuses, and teaching and learning were suspended for weeks and even months in 2020 without alternative solutions (Marinoni, Van’t Land, & Jensen, 2020). With the prolonged pandemic, national governments and institutions have started to adopt policy frameworks, recognizing the role it plays in the successful implementation of online learning (Bekele, 2021; Nyerere, 2016). However, despite such efforts to introduce online learning policies, mostly as part of national ICT policy, the policies were still inadequate and unclearly defined to guide practices (Kibuku et al., 2020). As a result, few universities have established ‘structured e-learning policy,’ which includes policy documents (senior-level formal support), centralized support units (e-learning structures), and institutionally-supported online LMS (institution-wide systems), all of which are essential for organizational change to drive online learning (Czerniewicz & Brown, 2009, p.122).
Drawing from the existing literature and in-depth interviews with university leaders (N=29), this paper presents existing national and institutional policies and practices on online learning across higher education institutions (HEI) in nine African countries (Benin, Cameroon, Ethiopia, Ghana, Kenya, Rwanda, Senegal, South Africa, Uganda). Our findings showed that most (7 out of 9) universities did not have policies– either national or institutional– pertaining to online learning prior to COVID-19. Without official policy frameworks, university leaders at each institution developed their digital solutions, either temporary or permanent, to offer online content and instruction. Nevertheless, universities struggled with online learning as they did not have the infrastructure (LMS), trained faculty and staff, and online assessment guidelines to offer comprehensive online programs. Coupled with a lack of policies, university leaders reported that poor connectivity and negative perceptions of online teaching and learning were some of the challenges that impeded the successful implementation of online learning.
Despite such challenges, there were several promising practices related to online learning in African higher education (Paschal & Mkulu, 2020). These practices span a variety of factors related to areas such as technology, pedagogy, leadership, instructional design, and staff capacity building (Bekele, 2021). Insights from this study have reflected these practices in specific contexts while suggesting trends and prospects for further evolution across several levels. At an ecosystem level, policy shifts to accommodate online learning and partnerships between universities and key stakeholders (such as Telcos or EdTech companies) have proved vital components of progress. At an institutional level, establishing consolidated online learning centers that can guide organizational design and drive knowledge and skill development among faculty and staff has facilitated meaningful advances. At an instructional level, creative solutions using educational technology to develop and implement content in learning management systems (LMS) have enabled more interactive learning opportunities. These practices have contributed to mindset shifts around online learning, specifically the innovative approaches that it can support for instructors and students that lead to digital transformation in higher education (Kanwar et al., 2018).

Author

• Jihae Cha, The George Washington University