Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, argues that beyond survival, universities need to adapt to technology-mediated communication learning in order to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This book reflects on how leveraging on education technology has transformed teaching, learning, and research Higher Education Institutions (HEI) impacting Africa through digital transformation. In particular, HEIs are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.
Martin Munyao is the deputy director of Open, Distance, and eLearning (ODEL) at Daystar University, Nairobi, Kenya.
Introduction: Education Beyond the Four Walls
Chapter 1: Distance Education that Matters; Creating Sustainable Online Pedagogy
Alicia Plant and Martin Munyao
Chapter 2: Covid-19 Higher Education Driven Elearning: The Digital Divide’s Impact on Access and Quality in the EAC Region
Abraham Waithima, James Karau, Mike Kuria, Samuel Agyapong, Charity Waithima, and Philip Ayoo
Chapter 3: Psychology of Online Learning
Catherine N. Mwarari and Agnes N. Mburu
Chapter 4: Opinion and Experience in Regard to Problem-Based Learning in Online Mode
Chapter 5: Teaching Problem-Based Learning in the Post-Covid 19 Era in Africa: Challenges and Opportunities for the Online Instructor
Chapter 6: The Role of Educational Technology and Elearning During Covid-19 Pandemic and its Impact on the Higher Education Sector in Kenya
Laban Ayiro, Martin Munyao, and Anthony Wambua
Chapter 7: “Switching To Side Mode” – Covid-19 and the Adaptation of Computer-Mediated Communication Learning in Kenya
Lydia Ouma Radoli
Chapter 8: Re-Thinking the Survival of HEI in Africa Through Post Covid-19 Digitalization: A Transformative Potential
Rose Ruto-Korir and Nokuthula Vilakati
Chapter 9: Elevating Higher Education Challenges Using Block Chain Technology
Julius Sirma and Vincent Kogo
Chapter 10: Enhancing Collaboration in Online Learning
Martin Munyao and Serah Wachira
Chapter 11: Ramifications of Nursing Research in the Wake of Covid-19
Justice Mutua and Fridah Mburu
Chapter 12: The Impact of the Pandemic on Higher and Potential Implications for the Future
Trine Jensen and Giorgio Marinoni
Chapter 13: Dialogic Communication for eLearning success: Going beyond face-to-face learning
Evonne Mwangale Kiptinness and Winnie Mbatha
About the Contributors
"The COVID-19 pandemic has taught us that online education is no longer an option but an integral part of learning. This book provides useful insights, solutions, and pathways for making online instruction a reality. I recommend it to all educational actors keen on making education more accessible beyond the four walls."
"Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa is a timely compilation that articulates the emerging issues facing the higher education terrain and gives us a glimpse into the future. Many now have to contend with the reality of incorporating online learning as a major part of learning across all disciplines. There is no turning back."
"Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa is an insightful treatment of the disruption occasioned by the COVID-19 pandemic in the education space, especially in HEIs. The authors have taken a pragmatic approach making it an essential reading for anyone working in Higher Education with specific areas of technology, distance learning and its credibility, mental health challenges and psychosocial support, technology, pedagogy and potential opportunities for closing gaps on education. The writing examines COVID-19 disruption expansively and its implications for practice in education. Dr. Munyao and colleagues have masterfully used their experiences in higher education as well as literature review to shine a bright light on the challenges occasioned by COVID-19, but they have also optimistically painted a picture of possible opportunities to improve various aspects of education. The book also highlights the ugly side of marginalization with suggestions for a reform framework that considers the factors that affect populations that are unable to access technology needed for distance learning. They also raise the question of quality control in delivering distance education. This book should ignite a discussion of the different issues in higher education post-COVID-19 and the experiences and ideas of teachers, administrators, and evaluators throughout Africa. It provides good coverage of the timely topics including psychology of online learning and potential challenges that need solutions. The general strength of this volume is that it puts strong emphasis on practical considerations that lecturers and policy makers are likely to encounter in designing a distance course; it is particularly strong in presenting easily understood principles of good practice for those who must plan and implement distance learning in Higher Education. I highly recommend for anyone seeking to understand challenges and opportunities in higher education post-COVID-19."