Exploring educators’ challenges of online learning in Covid-19 at a rural school, South Africa
Date
2020
Authors
Mukana, K.
Aloka, P.J.O
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Abstract
Abstract. This study explored the perceived challenges of online learning
encounter by rural educators in response to COVID-19 pandemic at a
selected rural school in South Africa. Within the qualitative approach, a
multiple case study was used as a research design. A sample size of six
participants (N=6, two males and four females) was drawn from a rural
school in a Thabo Mofutsanyana District in the Free State Province.
Purposive and convenience sampling techniques were used to select
participants in this study. The participants had teaching experience
ranging from 2 to 7 years. Data were collected through telephone
interviews and analysed using thematic analysis. The finding suggested
that the Protection Motivation Theory was an insightful framework in
responding to the challenges emanating from COVID-19 induced online
teaching and learning. Thus, the study revealed that there are various
challenges to online learning. These include poor parental involvement in
children’s homework, incomplete work and poor performance,
insufficient personal protective equipment, poor access to network access,
and lack of learning devices. Subsequently, we recommend that
stakeholders such as the Department of Education, Department of Basic
Education, and School Governing Bodies, among others, should ensure
that parents are sensitized about the need for learners to manage the
resources at their disposal. Furthermore, the provision of adequate
resources such as; Internet connectivity and Information and
Communication Technologies learning devices is imperative.
Keywords: Online learning; COVID-19; Protection Motivation Theory;
Rural school; Educators’ challenges
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Citation
Mukana, K. & Aloka, P.J.O (2020). Exploring educator's challenges of online learning in Covid-19 at a rural school, South Africa.