Why Schools and Governments Should Adapt To Online Learning


In the wake of Covid19 pandemic, various sectors have had to shift the way they approach matters. This is an adaptive measure that help individuals, institutions, governments, and businesses to adapt to prevailing factors. In the recent past, market forces have driven and transformed education into an economic activity or factor. Worldwide, education was one of the highly affected economic activities, as physical learning was disrupted in various economic and and regional realms. However, the pandemic found individuals and institutions unprepared for what was unfolding, but quick adaptive measures had to be implemented to ensure learning does not get disrupted for a much longer period of time. Several months later, learning has transformed to online platforms ranging from customized apps and systems to popular multipurpose systems such ass Zoom, Google Meet, Google Classroom and Microsoft Teams. There should be a continuation of use for such systems and platforms as they have offered convenience, flexibility, and proper material storage and retrieval facilities.

In the beginning of the pandemic, various schools and institutions of higher learning were forced to abruptly close down institutions and abscond physical learning so as to minimize and contain the spread of the corona virus. Prior to this, some institutions of higher learning had implemented structures to support online learning for distant learners. However, very few institutions had implemented such frameworks, and they were implemented on small-scale basis. The urgency in the need for adaptive measures triggered and prompted the discovery of new ways and platforms that would accommodate larger amounts of students in various locations. Various institutions also gave out contracts for companies to create larger and customized platforms that would specifically and flexibly serve the needs of such institutions.

However, this transformation was accompanied with diverse challenges, especially regional factors and economic disparities. Africa as a continent faced most of these challenges, as the cessation of physical learning meant that pupils and students had to go back to their homes as schools were closed. For instance, some students and pupils hailed from regions where electricity was a problem, since Africa's electrification rate still lies at 24%. Another problem was internet connection, as most regions still lack cable internet connectivity and wireless bandwidth connection. In Africa, the rate of internet connectivity is at 22%, which is not much of a good number. At the rescue of challenged students and pupils were class sessions hosted on zoom, YouTube, and other social media platforms. In Kenya for instance, Embakasi East MP Babu Owino launched online classes that helped so many pupils and students. Most students that benefited from his social media platforms revealed that they accessed his learning material days and months later.

Therefore, there is a new aspect that comes with online learning technology. Online platforms provide learners and facilitators the ability to interact, just as they would in a physical class session. Additionally, learners are able to retrieve learning and revision materials periodically, something that offers flexibility and convenience and flexibility for learners. In regards to this aspect of learning, all learning institutions with the help of respective governments should embrace, develop and implement the use of such platforms for improved learning outcomes. When physical learning resumes, it should be backed up with online learning and material storage facilities to make learning more engaging, fun, flexible, and convenient.

Samwel_Ojiambo kenya_public@operanewshub.com

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