Open AccessEvolving trends of distance learning for basic education in Namibia: A parental perspective during Covid-19 lockdown
Author(s) -
Annaly Magda Strauss,
Keshni Bipath
Publication year - 2021
Publication title -
journal for language teaching/tydskrif vir taalonderrig
Language(s) - English
Resource type - Journals
eISSN - 2958-9320
pISSN - 0259-9570
DOI - 10.4314/jlt.v55i1.3
Subject(s) - perspective (graphical) , covid-19 , distance education , pandemic , qualitative research , literacy , qualitative property , psychology , mathematics education , pedagogy , medical education , sociology , medicine , computer science , social science , disease , pathology , artificial intelligence , machine learning , infectious disease (medical specialty)
Ingenious technology-driven education has become prevalent during the COVID-19 pandemic in schools. This article solicits pre-primary to Grade 12 learners' parents’/ guardians’ views and experiences of distance learning in Namibia during the COVID-19 lockdown. The study employs a mixed-methods research design to gather and analyse data. The analysis of the qualitative data revealed the following main themes: 1) Barriers to distance learning, and 2) Suggestions to overcome these challenges. The sub-themes were: 1) Communication, 2) Teaching and learning 3) Economic challenges, and 4) Materials and equipment. The results of a quantitative analysis revealed that 73,7% of the participating parents’ children had not received any form of education, and 23,7% affirmed that their children had received some education. 53% of the parents whose children had received an education were very dissatisfied. Therefore, the participating parents’ expectations of e-learning were not positively associated with the provision thereof. Lack of digital literacy prevented teachers from actively engaging with learners in digital communities.