Digital Technologies and Challenges for HEIs

 

Digital learning has reshaped education in many ways. The coronavirus pandemic has upturned business habitual for Higher Education Institutions (HEIs). As a result, campuses opted to remote learning approach instantly. HEIs are also suddenly facing immediate challenges of cash flow. Even well-resourced institutions found it hard to forecast enrolment for the 2020–21 academic year, given the current crisis. The pandemic has exposed several issues of which one of them is inequalities within and among universities and countries in terms of the ability to handle the crisis. It has also laid bare problems around the infrastructure and capacities in universities to develop technology innovations. The ministers of educations globally, as part of its response to the fast-spreading Coronavirus pandemic, the government has instructed universities to ditch face-to-face classes in favour of online learning (Martins 2015). However, a recent survey on internet-based learning has found a mixed reaction among the students. But academics say, despite problems, almost all universities are likely to maintain some online learning after the coronavirus crisis passes. However, student respondents were fine with online learning as it can be flexible and financially efficient because students save money on transport fares or motorbike gasoline. However, a majority of students said online learning has more shortcomings than regular learning, mainly stemming from There are problems with network streaming, data limits on mobile devices, and poor reception in their area – a common problem in many non-urban areas. Some universities have tried to help students overcome this by providing free internet quotas to students by negotiating cooperation agreements with a number of internet service providers. However, quite a number of students confirmed that online lectures save money, time and energy. Some Despite the availability of teaching applications, students took longer to adjust to web-based learning., such as the international platforms WhatsApp groups, Google Classroom, Zoom and other online learning platform, set up and provided to universities by the Ministry of Education and Culture. (Ramírez-Hurtado et al. 2021)

Despite the circumstances, online learning is here to stay. Universities have said they will improve online classes, not primarily for emergency teaching during the coronavirus crisis, but for the longer term. Most Universities public and private for example has already set up a special team to further develop online learning technology and practices that will be adopted after the coronavirus pandemic is over. This coronavirus outbreak has convinced us that online learning can be used for all subjects. In future, education will be based on technology, particularly information technology. During the pandemic, digital connectedness creates in the fight against epidemics, in particular the coronavirus. From the analysis, conclusions are that digital connectivity of individuals and organizations facilitated the exchange of information about the epidemic's causes and the measures that could be taken to avoid the epidemic spreading rapidly in African countries with developing economies. According to the study, African countries have benefited from digital connectivity through accessing and sharing global suggested strategies to control the epidemic of covid-19. Researchers should look at how digital connectivity could be used by African economies to enhance health management and curb epidemics in the future. (Muyingo, Mpoza and Kasadha 2020b)

 

 

 

The Higher education institution with the aid of local universities has reflected on the impact of the Covid-19 pandemic, devised tools which activate magnificent digital transformation in education. The studies conducted pursue, the Fourth Industrial Revolution (4IR) tools and were implemented by various institutions.   The admission of students to higher education has been of challenge in South Africa, due to limited number of spaces and funding provided. This pandemic has intensified human suffering in the world. This has offered an opportunity in digital connectedness creates in the fight against epidemics, in particular, the coronavirus [Covid-19]. Having examined public findings, the conclusion is that digital connectivity between individuals and organizations facilitated the exchange of information about epidemic causes, improving strategies for technology implementation, and improving these technologies.(Muyingo, Mpoza and Kasadha 2020a)  These technologies (4IR) represents latest ways of learning which involves and being introduced to our society and our human nature.

 

In the unforeseen circumstances such as this Covid-19 pandemic, teaching and learning activities were disrupted and resorted to digital learning. The students in higher institutions were required to corporate in distance education which does not require teachers and learners to be in the same classroom. The learners were expected to do self-learning. The teaching and learning material are offered on-line using platforms such as Microsoft teams, Zoom, Skype and WhatsApp. The data has been a challenge in African higher education institutions and research facilities are scarce. The zero-rated data was provided for students though different network coverages is also a challenge. The national financial aid assistance provided student with laptops to facilitate teaching and learning.(Vivienne et al. 2014)

 

The mentioned learning platforms has increased access to digital content and continuous assessment activities are conducted in supporting curriculum delivery with ICT facilities. This pandemic has transformed teaching mode in the education sector. The pandemic has influenced all education sectors in Africa in using various 4IR tools. The African continent was not aware and prepared as some higher education institutions with disadvantaged students were compelled to this learning. The delays in learning were, experienced in rural areas in which data, computers have to be provided to students. Most Universities in African are historically black disadvantaged institution experienced challenges with online learning as in some Universities no system were active.  The laptops for students and lecturers have to be arranged for learning to continue. The distribution of laptops for students was funded by National Student Financial Aid Scheme (NSFAS). The data is sent through their cell phones for learning and teaching to occur. The experienced lecturers in online teaching are working together with ICT. The staff members were trained in online teaching and learning, including to upload study material for students.

 

The African continent in higher education also took part in online learning. The colleges in also were operative in making sure e-learning programs continue smoothly. Though some students in African universities would walk two kilometers to attend classes due to lack of accommodation in campus.  They have experienced challenges with online learning such as poor internet connectivity, irregular power outages which disrupts synchronous lessons and damages electronic gadgets when power is active again.

 

When the university promotes e-learning as a core teaching and learning activity, it will provide an appropriate level of ICT resources, such as bandwidth; Wi-Fi; online security; computer lab management and maintenance; and the provision of sufficient up-to-date devices for staff and students). Provide time and/or funding for staff to develop online course materials by giving recognition to academics (faculty, departments and programs). Systematic management of data is essential for monitoring student progress, identifying and supporting students at risk, and generating data for program review.

 

References

Martins, M. d. L. 2015. How to Effectively Integrate Technology in the Foreign Language Classroom for Learning and Collaboration. Procedia - Social and Behavioral Sciences, 174: 77-77-84.

 

Muyingo, R. I., Mpoza, A. and Kasadha, J. 2020a. Coronavirus in the era of digital connectivity. Opportunities and challenges, 20 (4)

 

Muyingo, R. I., Mpoza, A. and Kasadha, J. 2020b. Coronavirus in the era of digital connectivity: Opportunities and challenges. Journal of Public Affairs, 20 (4): e2246.

 

Ramírez-Hurtado, J. M., Hernández-Díaz, A. G., López-Sánchez, A. D. and Pérez-León, V. E. 2021. Measuring Online Teaching Service Quality in Higher Education in the COVID-19 Environment. Available: https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=33804546&site=eds-live (Accessed 2021-11-26).

 

Vivienne, B., Dick, N. a., Denise, W., Jan, H., Joanne, H. and Alan, A. 2014. Activity Theory, Authentic Learning and Emerging Technologies : Towards a Transformative Higher Education Pedagogy  Available: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=846585&site=eds-live  (Accessed 2021-11-26).