Abstract
This chapter argues that in order to ensure the prospect of education in Africa, equity, inclusion and efficiency of education technology needs to be given attention of improvement. This chapter employed a case study design, and ethnography as a qualitative research approach which adapted constructivist theory to discuss the status of E-learning, and the challenges encountered by the universities in Sub- Sahara Africa in the COVID-19 era. Moreover, this chapter intends to describe the approaches that could be used to ensure the provision of equitable, inclusive and efficient teaching in higher education in sub-Saharan Africa. Findings revealed that there is a big disparity of eLearning in African higher education lack of support, poor facilities, poor technologies and illiteracy. The chapter suggests the need to enhance curriculum based eLearning to ensure equity, inclusion and efficiency in education in Africa. Conclusion suggested that hybrid teaching learning is essential
TopIntroduction
This chapter is based on a qualitative interpretative case study design and multi-site ethnographic approach in order to get insights from the participants about diversity, inclusion, and equity in E-learning in Africa. The discussion is informed by Constructivist learning theory which plays a role as an educational philosophy and framework that emphasizes learners in developing innovative problem-solving skills. Given the contemporary social, political, and economic changes in the world, the field of education has been experiencing a significant change from traditional to the use of technology in the teaching and learning process. In this digital era, technology is playing an increasingly important role in shaping the future (Paschal & Gougou, 2022). With the constant quest for knowledge nowadays in our society, technology is now being used in a variety of industries and is being incorporated into our daily lives. Clearly, the changes we have experienced from practicing 21st century skills, population changes, climate changes, and the advancement of technologies are the main factors for changes that are taking place in this fast-changing and globalized world (Paschal, 2022). With these changes, teaching and learning have been transforming from traditional brick-and-mortar spaces towards more active learning environments which are dominated by online platforms offering synchronic and asynchronous education (Babatunde, & Olanrewaju, 2022, Paschal & Ismael, 2023; Pitchford, 2022;). The pandemic has resulted in a transition from on-campus, face-to-face learning to the rise of, and reliance on e-learning by which teaching and learning are undertaken distantly or remotely and in digital spaces, virtual environments, or online platforms (Li and Lilani 2020; Oducado & Soriano, 2021).
Mbhiza (2021) considered that considered as the greatest paradigm shift in education history. Reflects the Fourth industrial Revolution (4IR) in the educational system. Consequently, according to these previous studies, we can agree that the paradigm shift in education caused by the pandemic has initiated a new challenge in higher education to embrace the possibilities and make necessary changes that would not hinder teaching and learning in higher education. The paradigm shift offered a new opportunity for universities worldwide to showcase their post pandemic capacities in skills such as employment, latest technology and innovations in order to ensure the prospect of teaching and learning. (EU International Student Survey, 2020; Paposa & Paposa, 2023). The fear of chaos brought by the abrupt apparition and effects of COVID-19 pandemic required individuals to take creative and innovative measures to prevent its worst. Because of this, there won't be as many COVID-19 cases in educational settings, which means that learning disruptions will be minimal.
The objective of this chapter is to describe the contextual challenges facing the effectiveness of e-learning and to describe methods and approaches that could be used to ensure the provision of equitable, inclusive, and efficient virtual education in higher education in sub-Saharan Africa in the age of global crisis.
Key Terms in this Chapter
Diversity learning refers to the representation and inclusion of a wide range of different perspectives: experiences and background in the design, and practice in education
Cultural pedagogy: is an approach to education that integrates and recognizes the background of culture, perspectives, and experiences, of both teachers, learners, into the education process. It involves acknowledging the importance of culture in learning and teaching as well as using it as a resource of enhancing the educational experience.
Inclusion in Education: This refers to the practice of ensuring that all students, regardless of their abilities, background or differences, have quality in accessing to learning opportunities
Blended Learning: This is an approach of learning that combines traditional learning experience with online and digital learning
Equality in digital learning: Refers to the principles of providing equal access, treatment and opportunities to all learners in digital learning regardless of their background, abilities and circumstances.
Paradigm Shift in education: Refers to a fundamental change in the way education is designed, conceptualized, experienced and delivered.