Background: Since COVID-19 was declared
a pandemic, many educational institutions in the world, swiftly adopted online
teaching mode as a mean of teaching and learning to curtail the spread of the
disease. Today, the number of cases and
deaths has decreased significantly, and life slowly comes to normal. Despite the
significant reduction of cases and deaths, some higher education institutions
decided to continue with online teaching while some choose blended learning
mode. The reasons being to prevent the spread against
COVID-19 infections and other future pandemic, save time and improve teaching. Other institutions are not yet deciding the way forward.
Is to investigate and suggest the right path to follow in higher education
institutions in Africa/Namibia context in this digital era without denying
access to education or compromising key
learning domain. Method: Contextual reflection was applied to address the use of technology to morph learning and
teaching in African/Namibia context. Results: The use of different online platforms, reflexive
discussion, criticality, and praxis were identified as keys to morph teaching
and learning in higher education. Conclusion: The right path on the use
of technology after COVID-19 era is needed to effectively address the
inclusivity and massification in higher learning institution despite the
internet challenges the continent is facing.
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