Preparedness for Online Learning in Selected Sub-Saharan African Countries in the Context of Covid-19 - Research Paper

Oct 15, 2026

Uploaded by Marglet

This quantitative study evaluates instructor and learner preparedness for online learning across Kenya, Ghana, and South Africa during the Covid-19 context. It examines the devices used for teaching and learning, respondents’ digital proficiency, access to internet connectivity, and satisfaction with connectivity cost, speed, and stability. The survey included 2,341 participants (855 lecturers and learners from Ghana, 842 from Kenya, and 644 from South Africa). Results show intermediate digital proficiency but extremely low satisfaction with internet cost and reliability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Literature Review

Concept of online learning

Methodology and Research Design

Findings

Recommendations and Implications

Preparedness for online learning in the context of Covid-19 in selected Sub Saharan African countries Judith Pete, Jeketule Jacob Soko Abstract: This study sought to evaluate the instructor and learner preparedness for online learning in Sub-Saharan Africa. Specifically, the study explored the devices lecturers and learners use for teaching and learning, their level of digital proficiency, access to internet connection and finally, their level of satisfaction of connectivity cost, speed and stability.The study followed quantitative design and used structured questionnaire which were distinct for lecturers and students but with similar variables. It targeted three Sub-Saharan countries: Kenya, Ghana and Sought Africa. A total of 2,341 respondents participated in the research comprising of 855 lecturers and learners from Ghana, 842 from Kenya and 644 from South Africa.We found out that generally the respondents in the three countries use mostly laptops and smart phone devices compared to desktop computers except for Kenya where there was high record of desktop computers. Additionally, the use of tablet device was the least among the three countries. Lecturers and learners in these universities possessed intermediate digital proficiency which meant respondents were able to use a range of applications effectively. The study established that there was extremely low level of satisfaction with the internet connection, cost and reliability.The study recommended that institutions should maximize the use of mobile technology to teach and enhance online learning since majority of the learners possess smart phones and laptop devices. Universities should shift the focus from centralized Information Communication Technology investment in the campus to off campus empowering the learner and instructor than relying on campus Information Communication Technology hence to subsidize on internet bundles. Universities should lobby for subsidized internet bundles from internet providers and policy makers should reduce tax levies for internet service providers to offer affordable and reliable internet connection to learners and instructor off campus. In collaboration with universities, United Nations Educational, Scientific and Cultural Organization should prioritize capacity building for lecturers and other users to enhance skills and knowledge of online education. Keywords: Information Communication Technology, e-learning, universities, online learning, Covid-19 Introduction African countries have initiated Information Communication Technology projects to address lack of connectivity to the Internet and other global communication networks (Holmner & Britz, 2011) . Inspite of this, they still have very low Information Communication Technology Development Index (IDI) scores ( Ponelis & Holmner, 2015) . Consequently, most of the universities in Sub-Saharan Africa mostly use face-to-face teaching and learning mode. Kotouaa, Ilkana, and Kilicb (2015) argues that the rate of online education in Sub-Saharan Africa universities is still very low inspite of the general worldwide trend of the growth of student enrollment in online courses over the past 15 years (Watson, Pape, Murin, Gemin & Vashaw, 2014) . Touré,(2013) strongly argues that with the power of technology, every African citizen can be educated right across the continent. With the emergence of Covid-19, many countries have advised working from home (Bates, 2020) and similarly universities and other learning institutions have suddenly been suspended to prevent the Covid-19 transmission and have switched to online learning (Monash University, 2020) . This was to ensure the continuity of education, and is broadly refered to as“emergency remote education”, which was seen as an obligation put in practice in varying delivery modes ( Bozkurt et al, 2020) . Hodges et al. (2020) defines it as a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstance

FAQs

What does the study evaluate regarding online learning preparedness?

It evaluates instructors’ and learners’ preparedness by examining devices used, digital proficiency, internet connectivity access, and satisfaction with connectivity cost, speed, and stability.

Which countries and how many respondents participated in the research?

The study targeted Kenya, Ghana, and South Africa with 2,341 respondents total: 855 from Ghana, 842 from Kenya, and 644 from South Africa.

What key challenges were identified about internet connectivity?

Respondents reported an extremely low level of satisfaction with internet connection, cost, and reliability.

Oct 15, 2026

Uploaded by Marglet