Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa

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.

Table of Contents:
Foreword Introduction: Education Beyond the Four Walls Martin Munyao 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 Rebecca Ng'ang'a Chapter 5: Teaching Problem-Based Learning in the Post-Covid 19 Era in Africa: Challenges and Opportunities for the Online Instructor John Mudegu 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 Communi

About the Author :
Martin Munyao is the deputy director of Open, Distance, and eLearning (ODEL) at Daystar University, Nairobi, Kenya.

Review :
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. The breadth of the topics covered and the analyses of the authors have satisfied the book’s argument that a mixture of pedagogical skills, educational technology, and institutional collaboration will result in optimum learning outcomes through ODeL than merely transferring the physical classroom experience online as did most HEIs during the pandemic. This indeed is a required addition to every HEI library and the lessons learned in it need to be heeded by all who are involved in ODeL.