Scholarlink

<p>The COVID-19 pandemic significantly disrupted traditional education systems globally, with African Higher Education Institutions particularly challenged due to pre-existing infrastructural and technological limitations. This study examines the response of the University of Education, Winneba, in Ghana, to the pandemic by transitioning to online learning using the MOODLE Learning Management System and other digital platforms. This study employs a mixed-methods approach, integrating qualitative observations, quantitative data analysis, and machine learning (ML) techniques to comprehensively explore the transition to online learning at the University of Education, Winneba. Key findings indicate that while the transition enabled the continuity of education for over 92,000 students, challenges such as limited Internet access, inadequate digital literacy among faculty and students, and technical infrastructure limitations were significant barriers. The study recommends targeted investment in digital infrastructure, comprehensive training for educators, and policy reforms to support sustainable online education. This research contributes to understanding the digital transformation of education in African HEIs and offers a framework for improving resilience in future disruptions.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

From crisis to opportunity: the digital evolution of higher education in Africa amidst the COVID-19 pandemic

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月19日

查看全文
  • Benjamin Ghansah

摘要

The COVID-19 pandemic significantly disrupted traditional education systems globally, with African Higher Education Institutions particularly challenged due to pre-existing infrastructural and technological limitations. This study examines the response of the University of Education, Winneba, in Ghana, to the pandemic by transitioning to online learning using the MOODLE Learning Management System and other digital platforms. This study employs a mixed-methods approach, integrating qualitative observations, quantitative data analysis, and machine learning (ML) techniques to comprehensively explore the transition to online learning at the University of Education, Winneba. Key findings indicate that while the transition enabled the continuity of education for over 92,000 students, challenges such as limited Internet access, inadequate digital literacy among faculty and students, and technical infrastructure limitations were significant barriers. The study recommends targeted investment in digital infrastructure, comprehensive training for educators, and policy reforms to support sustainable online education. This research contributes to understanding the digital transformation of education in African HEIs and offers a framework for improving resilience in future disruptions.