28 Working Online and Building Learning Communities in Higher Education in Africa: A Practical Guide And Journey So Far

Abstract

Working online and building learning communities in higher education in Africa and beyond cannot enjoy a better sphere of discussion than now owing to the unprecedented trauma, calamity and difficulties it has brought teaching, learning and living generally since the onset of the Covid-19 pandemic in the universe. This paper is hinged on two theories. The Technology Acceptance Model (TAM) and theory of Constraints (TOC) which will explain the course of action taken in the project. The research also spelt out a practical guide to leading institutions online and Engaging Strategies. Tracks on how the methods were used were outline. The reasons why the methods used were chosen were also enumerated. Several challenges were encountered amongst others: firstly, the fear of change and resistance to move online and teach remotely, initially by the institution, next by the stakeholder involved in teaching and learning. Secondly, the challenge of gender issue and discrimination of the initiator of the idea, who being a woman was not easy to be assimilated by many. The Journey so far and the success story were also outlined.

KEYWORDS: Working online, Building learning communities, higher education in Africa

 

Introduction

When the COVID-19 hit the shores of the universe, higher education institutions especially in Africa and beyond were thrown aback, swallowed in shock and bewilderment. Many institutions were at a loss about how education should continue without teachers and students, meeting face -to- face. The sudden emergence of the Covid-19 and the lockdown of schools with the resultant effects of education moving home, revealed the digital unpreparedness of the higher education sector especially in Africa. Most institutions as evidenced from the result of the virtual survey of the July and September, 2020 ADECT- AECT Virtual International conferences on Telegram and zoom revealed that 66% of higher institutions only depended on public cloud computing for online learning and interactions because of its economic/low cost benefit, accessibility and connectivity advantage without institutions’ having to undergo institutionalized programmed and dedicated cloud computing sites. This survey result is in line with the study conducted by Achimugu, Oluwagbemi and Oluwaranti (2010) on the evaluation of the impact of ICT diffusion in Nigerian Higher Educational institutions which revealed that tertiary institutions in Nigeria lack adequate ICT infrastructure with a student low computer ration which is averagely put at about 1 to 40 to effectively use the opportunities offered by the cyber space. The 21^st Century scene is dominated by technological developments which have ushered in new dimensions and challenges in teaching and learning throughout the world especially the developing world. The effects of the pressure of the rapid changes in technology has exposed the scenario of teachers, students, educational planner and policy makers evidently caught in the Covid-19 pandemic web of teaching and learning while striving to adjust to demands of the technological age. The quality of education that our learners acquire bears direct relevance on the integration of communication technology in teaching and learning.

Theoretical Framework

This paper is hinged on two theories. The Technology Acceptance Model (TAM) and theory of Constraints (TOC) which will explain the course of action taken in the project.

Technology Acceptance Model

The technology Acceptance Model propounded by Davis, 1989 is an information systems theory that models how users come to accept and use a technology. This model suggests that when users (Higher Institution leaders/Heads/Administrator/Lecturers) are presented with technology, several factors influence their decision about how and when they will use it. The factors involves an interplay of perceived usefulness of the particular technology, perceived ease -of- use of technology that is free from stress and the external variables that has to do with the actual features and capabilities of the technology involved.

When higher education institutions and their government understand the gains of accepting and utilizing the new technologies, more effort will be made to budget for them, train, integrate and desire to utilize it. In this study, the heads of institutions, Deans, heads of department, lecturer/faculties were stimulated through series of lectures, demonstrations and motivational speeches to key into the idea integrating and utilizing the available technologies undermining the operating constraints and enhancing the positive factors.

Figure 1. photos of participants during coaching before moving online May, 2020.

Theory of Constraints (TOC)

The theory of constraint propounded by Dr Eliyahu Goldratt focuses on identifying the most important limiting factor that stands in the way of achieving a goal and then systematically improving that constraint until it is no longer the limiting factor. Some major constraints like the high cost setting up ICT infrastructure/provision of Computers facilities, irregular power supply, internet connectivity, lack ICT/technical skill for integrating and launching online learning and interaction were gradually minimized and in some cases completely eliminated through the use of the set tools which includes the:

• five focusing steps (a methodology for identifying and eliminating constraint)
• The thinking process (tools for analyzing and resolving problems)
• Throughput accounting (a method for measuring performance and guiding management decision).

A practical guide to leading institutions online and Engaging Strategies

Bridging digital gaps and training both teachers and students with skills to adjust and fit into the new normal. Students were encouraged to bring and use their devices because there is no institutional and government provision of computers for students and teachers who do not have any.

Tracks on how the methods were used?

1. The first step to leading the institutions online was to identify the state of our infrastructure in term ICT facilities, technical skill level of staff and students. The slogan was “use what you have already have to get what you want” to discourage staff from only concentrating on the challenges but proffering likely innovative solutions.
2. The Step, having identified the constraints was to carry out a sensitization session and training to equip the top management staff, starting from the chief executive, principal officers, then down the ladder.
3. The next step was using what we already have like computers and laptops in laboratories, personal android phone, iPhone, iPads and the purchase/subscription of data for the laboratory for the training sessions.
4. The next step was the practical application of online tools. The staff were taught how to both use the synchronous and asynchronous online tools especially the Zoom app because it has a free version of it. They were coached on how to break their classes into groups to enable them use the free facilities. There was also the heavy use of WhatsApp by students, teacher, and management to support themselves. The WhatsApp was already popular as social media tool used among staff and students but an improved mode of usage for academic interactions. Emails were used also, and Telegram app was seldom used by the students.
5. The was a massive use of video and audio recording of lessons for students. This method proved to be loved by students with challenges of internet connectivity in their geographical locations and for others who depend on the use of parents or neighbors’ digital devices for lessons.
6. The monitoring and evaluation stage: This were very critical stages that required diligence, passion, dialogue, strength of purpose, rewards, and punishments for breaking institution policy on implementation of remote teaching and learning.

Why I chose the above methods

These tracts/steps were chosen although not earlier tested but worth trying out which eventually proved to be ideal and served the purpose. I chose the methods because l discovered that the problem of technology integration into teaching and learning in institutions in Nigeria and Africa as a whole, were not just because of lack of infrastructural facilities but the skillfulness to actually utilize the available facilities within the limited conducive environmental and the courage accept and to make changes hence the journey started with persuading the heads and leaders of institutions together with other stakeholders who after they were convinced to at least see the possibilities, decided to key into the idea.

Challenges and Prospects

Many challenges were encountered

First major challenge was the fear of change and resistance to move online and teach remotely, initially by the institution, next by the stakeholder involved in teaching and learning.

The challenge of the gender issue of who was suggesting the idea which being a woman was not easy to be assimilated by many until they proven wrong when they were compelled to key into exercise.

Hands on experience – No proper policies to guide institutions, teachers, staff, and students because the situation was novel.

No access of funds/grants by institutions, teachers & students. It was sacrificial and private funding.

Most students or end users were geographically isolated from network connectivity and some do not even have the devices to use.

The Journey so far and the success story

Helping institutions move online during the lockdown was a personal decision motivate and support bewildered institutions, teachers, and students in the COVID-19 emergency and to contribute the survival and sustenance of education system. It was a dream that was pursued with determination and a drive to succeed in the venture.

• These were steps/methods taken to achieve the transition
• Dispelling faculties/lecturers’ fears and worries
• The first stage was Persuading faculty members to consider moving online
• Meeting with union leaders who were initially agitating against the use of digital tools to create a smooth sail of the e-learning.
• Create a central recording/the ICT centre where lecturer can take unit in their teaching and forward to students.
• It requires commitment on the part of management and students
• There is now great compliance.

Recommendation

Integration solution – integrate and connect with people that know what you don’t know and with people that don’t know what you know.

Institutions should be encouraged to look inwards for solutions, brainstorm for ideas and make use of what they have intellectually, technically, socially, and collaboratively.

Ideal solutions should be welcomed no matter who is proffering weather a junior or a high-ranking officer.

References

Achimugu,P., Oluwagbemi, O. & Oluwaranti, A. (2010). An evaluation of the impact of ICT diffusion in Nigeria’s higher educational institutions. Journal of Information TechnologyImpact. Vol.10, No1, 25-34. http://www.jiti.com/V10/jiti.Vion1.025-034.pdf

Davis, (1989). Technology acceptance model. http://ea.Wikipedia.org/wiki/Tech-Acceptance-Model.2011 Retrieved March, 2011.

Hua Zheng. Lu Ding, Zhengui Lu & Robert Maribe Branch (2019) The Motivational Effect of Involving Students in rubric Development on Animation Insturction TechTrends(2020) 64:137-149 https://doi.org/10.1007/s11528-019-00443-w