Teachers’ Readiness for e-Learning during the COVID-19 Pandemic, South Africa

Abstract

The event of the COVID-19 pandemic and the respective implementation of social distancing protocols resulted in a rapid transition to online teaching and learning for most education institutions around the world, independent of whether teachers were prepared. The Corona Virus Disease −19 (COVID-19) has interrupted educational processes worldwide. The impact of COVID-19 on the educational system has gained crucial relevance in research, with the intention of identifying a scientifically based solution to this problem. This study is based on the notion that, while the pandemic’s effect is broad, a unit-level analysis can provide some insight. As a result, this study thus investigated the teachers’ readiness for e-learning during the COVID-19 pandemic. A qualitative approach, in particular a case study research design was employed, with sampling consisting of six teachers being purposively and conveniently selected. The findings revealed that teachers do not understand what e-learning is all about and how it can be implemented within the classroom. Another finding was that classrooms do not promote e-learning. The researchers recommend that; education officials need to organize continuous e-learning workshops for teachers. Classrooms need to be redesigned in order to promote e-learning.

1. Introduction

E-readiness is the capability of e-learning users to adapt to a new learning environment, using new technologies, and be involved in self-directed learning [1]. E-learning is the feature of the 21st century and all institutions worldwide are looking for innovative and more effective ways to deliver education and to connect more broadly learners and other stakeholders [2]. Rosen [1] supports this notion that the 21st century is characterized by the pervasive influence of technology across all spheres. As a result, utilization of technology offers an uncompromising alternative form of instruction, especially in the developed world. However, Glenda [3] argues that e-learning has become an essential feature in the delivery of education, particularly in the 21st century. Glenda [3] further observe that e-learning effectiveness relies on a stable network with specific software, a repository for managing the delivery of content, and a good social environment created by the online interaction among learners. Hammond [4] over the past two decades, technology has transformed education systems. Mncube et al. [5] revealed that the usage of digital tools and resources revealed that school teachers do not use digital tools and devices for exploring curriculum content, and this has something to do with their readiness. Dagada and Chigona [6] supported this finding that most teachers do not make use of digital tools because they lack the understanding of the complex relationships between content, pedagogy, and the technology to be integrated into the curriculum delivery. Dagada and Chigona [6] further reveal that there is a need for schools to assist teachers to improve their technological pedagogical content knowledge if the institutions are to successfully domesticate e-learning platforms. Kiilu and Muema [7] opine that e-learning is a powerful enabling tool for educational change and reform and many of the productivity gains in the developed world economies over the past decade to a great extent can be attributed to the impact of technology. Cloete [8] teachers’ readiness is achieved by providing the requisite infrastructure and ensuring the populace has access to technologies. Njagi [9] states that heads of state worldwide and educational organizations are supporting the view that incorporating e-learning in teaching and learning is an important aspect of keeping the curriculum relevant and preparing learners for the future. Kaur and Abas [10] teachers’ readiness for e-learning helps their schools to design e-learning strategies comprehensively and to implement its technology goals effectively. Kaur and Abas [10] learners must also be ready for e-learning so that a coherent and achievable strategy, tailored to meet their needs, may be implemented. Kaur and Abas [10] went further that once teachers and learners become technology ready this helps in providing key information to the classroom to supply solutions that can cater to the specific needs of each learning group. Amir and Krish [11] argue that in the 21st century teachers’ readiness for technology teaching should be considered an important feature of the 21st century and e-learning connections should be ready all the time. To understand teachers’ readiness for e-learning in more detail, examining its relations to these factors is critical [12]. Moreover, these factors may not affect all teachers in the same way. Teachers in schools are not a homogeneous group, the different important relationships affecting one group may be completely different for another, given different backgrounds, experience with e-learning. To be able to provide appropriate support, understanding some of the reasons why teachers do or do not adopt new e-learning practices is necessary [13]. Scherer et al. [14] assert that e-learning teaching understanding is positively related to teachers’ general self-efficacy and their attitudes toward e-learning. Carril [15] confirm that showed that more e-learning teachers’ understanding also has higher self-confidence in their pedagogical competencies to teach online. Shea [16] reported that teachers with little understanding of e-learning have high levels of struggle related to communication and interaction, and unfamiliarity with effective online pedagogy and technology. A study conducted by Martin et al. [17] showed that experience and understanding from teaching online impact online subject design and facilitation, that is, aspects of teaching practice and presence. However, little or no online teaching experience and understanding are associated with lower self-efficacy. De Villiers [18] further observe that lack of critical non-technical skills are among the things that need to be addressed in the teaching of education. According to Kassim et al., [19] over-emphasis on the content-driven approach in which textbooks are cases of academic dishonest have become among the prime subjects of constant debates in the academic domain. Kozma [20] asserts schooling has been recognize as one of the nationalize sectors most affected by technological developments and it’s a subject that has also been influenced by this shift as well. Kozma [20] further observes that improvement of technological use in the schooling sector and improvement in schooling attainment achievement are prime to states’ compound for worldwide, technology-based changes in all sections. Were et al. [21] argue that, formation of information and communication technology blueprint in schooling much as inserted in the international technology plans of the of each state, is seen to be critical as technology take part in a major role in preparing solidarity in school for the workstation. Online teaching, if cautious integrated into schooling, has a future to facilitate the acquisition of relevant life skills that buttress the development process in the prevailing economic and information order. Hare [22] observes that in many African countries there is a deficiency of a determined strategy for online use within the schooling zone despite acknowledging technology as an enabler in improving access and quality of schooling. Hare [22] further observes that one of the challenges facing online teaching is the insufficiency of perception, coupled with a shortage of qualified teachers within information communication technology knowledge, which has resulted in the deficiency of interest and seeming lethargy related to adopting ICT in the classroom. Mangesi [23] reveals that online teaching in the classroom is not controlled by any accepted framework. Mangesi [23] further stated that various schools led their own enterprise mainly funded on bilateral terms between the school and their donors’. In the western countries of Africa, there are strategies and proposals to ensure that school curriculum is on compact disc to ease access across the nation without distributing it as a hard copy [23]. Farrell [24] reveals that in many secondary schools, technology studies are offered as a different subject, focusing on expanding respective capabilities. At the end of the year, the learners are expected to be familiar with internet usage and presenting their work using technology in a different way as well as, using technologies with data and information processing [24]. Farrell [24] further observes that these learners are also expected to bear on the idea, understanding, and expertise of technology on a day-to-day basis; provide answers to challenges using technology and indicate promptness to possess up to date with recent growths and matters related to daily use of technology.

Source: Mail & Guardian 8 March 2013

Source (News 24, 8 April 2015)

Source(News 24, 8 April 2015)

Source (Daily Maverick, 03 March 2016)

It is against this background that the researchers wanted to explore teachers’ readiness for e-learning during the Covid-19 pandemic in South Africa.

2. Research framework

Based on global expectations, and changing realities related to the way in which technology influences teaching in the era of COVID-19 and in the 4IR [25] developed the technology acceptance model (TAM). Having considered the stated research question, the researchers who authored this article deemed TAM ideal for underpinning their study, which is reported here. TAM is used to predict or determine why someone might use technology, while another individual may decline to do so [25]. To have a better understanding of how teachers relate and think of technology, the TAM theory was explored. TAM is a theoretical model that is popularly employed by researchers to critique the usage and the acceptance of technological systems by its intended users [25]. TAM has been proven over time by many researchers as a good model to explain the users’ attitude and behavioral intention to use a particular system of technology [26]. According to Davis et al. [27], technological systems do not serve their purpose of improving organizations if they are not utilized. Similarly, this study is holding the premises that educational technologies are only fully utilized if their potential is to be realized. This view is supported by Davis [27] who observed that the potential benefits of technological systems are often not realized because of the intended users’ lack of will to utilize them. Davis et al. [27] further highlighted that users shy away from using systems because they either do not believe they will help improve their jobs or believe they are difficult to use, as a result, TAM uses the two variables as the main determinants of the attitude and the behavioral intension to use the system. Collectively this evidence presented in this section suggests that TAM is possibly relevant to explain the relationship between the teachers and the educational technologies. Moreover, Davis et al. [27] raise the concern that organizations will not realize the gains of technological systems if the intention of using those systems is not realized. TAM takes into account only users versus the system, whereas in the context of this study the users (being the teachers) also have the responsibility to be concerned about the other users (being the learners) expected to utilize some of the systems. The teachers’ main responsibility is to transfer knowledge to the learners [28], with the aim of realizing learners’ excellence with regard to their academic responsibilities. As a result, it is assumed by this study that from the lecturer’s perspective, each intervention to improve any aspect of the learners’ learning, should be in the interest of successful knowledge transfer and the achievement of good academic results by their learners. According to the view of TAM [27], the two external variables are recognized as the determinants of the users’ attitude and behavioral intention to use the system. The TAM concept has been expanded by other scholars to accommodate furthermore variables. In the context of this study, another external variable being the “perceived response and benefit” of the other users’ (learners) is also a key determinant of their attitude and behavioral intention to use educational technologies. This study reserves a view that it would be unbeneficial to the teachers to utilize a system that would not be beneficial to their learners, or the learners are somehow unable to respond expectantly to the system. Also, the adequate facilitation and support of the systems play a key role in determining the actual use of the system.

3. Material and method

3.1 Context and participants

South Africa is a developing country with a majority of the teachers working in rural schools where there is no infrastructure [29]. The majority of teachers and learners do not own, have access to or lack adequate computer or internet facilities at home. With the introduction of e-learning, teachers have to be the instructors in order to offer blended learning (classroom-based or computer laboratory-based with online components). Learners in either cohort can completely become computer experts once e-learning is taken place at school. This study analyzed teachers’ readiness for e-learning during the COVID-19 pandemic, South Africa.

4. Methodology

Research design: A case study research design was used in this investigation. As Leavy [30], a case study is a form of qualitative analysis that focuses on providing a detailed account of a single case or numerous cases.

Sample: The sample of the study consist of 10 accounting teachers. Educators were chosen specifically because they held the data needed for the study. They were selected from 5 high schools in Eastern Cape Province, South Africa.

Instruments: Interviews were employed to gather data for this article. Bogdan and Biklen [31] define interviews as a conversation between two or more people that is moderated by one person with the goal of obtaining information from other people. They were semi-structured interviews. However, it is important to mention that since the study was conducted during the COVID-19 pandemic, interviews were conducted online in order to comply with COVID-19 protocols.

Reliability and validity: In order to validate the instrument, researchers shared the data collection instrument to check for consistencies after which it was administered to seven in-service student teachers who were not part of the participating sample. A cronbach alpha test was utilized to check for and ensure the reliability of the instrument.

Ethical considerations: Permission was sought from and granted by participants’ prior data collection. The first author administered informed consent forms which detailed the purpose of the study and to which all participants signed an agreement to participate.

Data analysis: This article used a constant comparison technique to data analysis, which is consistent with qualitative research [32]. In this approach, data was reviewed and reread as it was collected, and the authors identified emergent patterns through a process of inductive reasoning. Then, as new data was gathered, social phenomena were categorized and their attributes noted, and instances were compared.

5. Findings

5.1 Teachers’ understanding of e-learning and how it can be implemented within the classroom

The study revealed that teachers do not have any knowledge ofs e-learning, and how it is being implemented. The findings support Dagada and Chigona [6] that most teachers do not make use of digital tools because they lack the understanding of the complex relationships between content, pedagogy, and the technology to be integrated into the curriculum delivery. However, the findings are contrary to Kaur and Abas [10] that teachers’ readiness for e-learning helps their schools to design e-learning strategies comprehensively and to implement its technology goals effectively. Instead, this finding shows that there is a need for schools to assist teachers to improve their technological pedagogical content knowledge if the institutions are to successfully domesticate e-learning platforms. When the teachers do not possess the needed understanding for the successful implementation of e-learning it means the goals associated with e-learning cannot be achieved. Kiilu & Muema [7] opine that e-learning understanding and implementation are powerful enabling tools for educational change and reform and many of the productivity gains in the developed world economies over the past decade to a great extent can be attributed to the impact of technology. The findings connect with De Villiers [18] observation that lack of critical non-technical skills are among the things that need to be addressed in the teaching of education. These findings is agreeing with Hare [22] who observe that in many African countries there is a deficiency of a determined strategy for online use within the schooling zone despite acknowledging technology as an enabler in improving access and quality of schooling. Furthermore, one of the challenges facing online teaching is the insufficiency of perception, coupled with a shortage of qualified teachers within information communication technology knowledge, which has resulted in the deficiency of interest and seeming lethargy related to adopting ICT in the classroom. However, Davis et al. [27] assert that technological systems do not serve their purpose of improving organizations if they are not utilized and the potential benefits of technological systems are often not realized because of the intended users’ lack of will to utilize them. Further highlighted that, users shy away from using systems because they either do not believe they will help improve their jobs or believe they are difficult to use and this is what is being confirmed by the study.

6. Classrooms condition

The study revealed that even if teaching and learning are expected to make use of technology within the classroom, the reality is that classrooms do not support any technology learning. This is contrary to the findings of Kiilu & Muesma [7] that e-learning is the feature of the 21st century and all institutions worldwide are looking for innovative and more effective ways to deliver education and to connect more broadly learners and other stakeholders. However, this finding is supporting Glenda [3] e-learning effectiveness relies on a stable network with specific software, a repository for managing the delivery of content, and a good social environment created by the online interaction among learners. The finding is supported by Skhephe and Caga [29] that COVID-19 has disrupted how teaching is delivered as a result the impact of COVID-19 has gained critical importance, with the hope of drawing scientific driven solution to this predicament online teaching is an uncompromising option. This finding is also noted by De Villiers [18] that, lack of critical non-technical skills are among the things that need to be addressed in the teaching of in education.

7. Conclusion

Delivering quality education is the primary goal of any nation-building. During and after the COVID-19 pandemic e-learning serve as a powerful tool that provides an opportunity for both learners and teachers in their schools to improve their technological skills so that they can meet the needs of the 21st century. However, the implementation of e-learning needs to be done with great care. This study explored teachers’ readiness for e-learning during the COVID-19 pandemic, South Africa. This study focuses on teachers’ readiness for e-learning during COVID-19 pandemic. In this study, the researcher concludes that for teachers to be ready for e-learning, the implementation of it needs to be monitored by educational officials. Furthermore, the researcher concludes that there is a need to form e-learning policies to be implemented across all schools and infrastructure needs to be made available across all schools in order to support e-learning.

8. Recommendations

Before the outbreak of the COVID-19 pandemic, the teaching and learning process has been taking place within the classroom with physical contact. The researchers recommend that; education officials need to organize continuous e-learning workshops for teachers. The researcher further recommends that classrooms need to be redesigned in order to promote e-learning since it is a feature of the 21st century. The researcher further recommends that teaching requires relevant content and strategies for e-learning, which is a feature of the 21st century that needs to be made compulsory. Lastly, for teachers to master these aspects, they need proper exposure to all the processes involved before they can enter their classroom.