


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 3, No. 3, 2020 

www.scholink.org/ojs/index.php/grhe 

1 
 

Original Paper 

Online Classes during COVID-19 Pandemic in Higher Learning 

Institutions in Africa 

Mahona Joseph Paschal
1
 & Demetria Gerold Mkulu

1 

1
 Department of Educational Foundation, St. Augustine University of Tanzania, Mwanza, Tanzania 

*
 Mahona Joseph Paschal, pajo.toronto@gmail.com 

 

Received: July 2, 2020         Accepted: July 15, 2020        Online Published: August 17, 2020 

doi:10.22158/grhe.v3n3p1               URL: http://dx.doi.org/10.22158/grhe.v3n3p1 

 

Abstract 

During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the 

outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across 

several industries but has exposed the lack of technology in these sectors including the already 

fragmented education sector of African countries which needs restructuring and transforming. Many 

public and private Universities have had to be reactive but face steep contextual challenges in the 

conventional methods of creating, delivering, and capturing value in the education sector. This paper 

aimed to investigate online classes during the COVID-19 pandemic in different universities in Africa 

with a focus on five universities. The study adopted the Constructivist Theory. The research was guided 

by three main objectives including (1) To explore the effectiveness of online education in African 

Universities; (2) To assess the challenges facing online classes during COVID-19 in African 

universities; and (3) To determine possible strategies to curb challenges facing online education in 

higher learning institutions during COVID-19 and post-pandemic in Africa. The study employed a 

qualitative and quantitative method in data collection. The targeted population is lecture students from 

five Universities in African countries including Tanzania. The result of the study indicated that students 

learned more in less time and liked their classes more when ICT-based instruction was included. 

Notwithstanding, the majority of the participants demonstrated that learners in higher institutions in 

Africa have trouble accessing the E-learning technology system.   

Keywords 

COVID-19 pandemic, reshaping online learning, online teaching, online higher education, African 

Universities 

 

 

mailto:pajo.toronto@gmail.com


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1. Introduction and Background of the Study  

Since December 2019, the world has witnessed a radical change in all spheres of life. From the time 

when the first case was recorded in Wuhan China, the current pandemic called Coronavirus has become 

the first-class topic of debate amongst individuals, public, non-government institutions, on the social 

media, internet and in the news around the world. Unfortunately, statistic associated with the spread of 

the pandemic continues to rise in many countries like the United States of America, and Canada and in 

other continents including Europe, and Africa (World Health Organization, 2020; New York Times, 

2020). This pandemic has brought many changes across various industries and about how people live, 

socialize, and run daily activities (Coulthard, 2020). With the quick response from many governments 

around the globe, almost everything is being cancelled, shutdown, and postponed. Schools, universities, 

all public, and private events are being prohibited, social distancing is observed as proactive efforts put 

in place to contain the further outbreak and spread of the Coronavirus in more than one hundred 

countries of the world. For instance, following the eruption of coronavirus, China closed education 

institutions national-wide to avoid the spreading of the COVID-19 (Sun, Tang & Zuo, 2020). Not only 

in China but also by 20
th

 March of 2020, there were more than 769 confirmed cases of coronavirus in 

37 nations across Africa (Moeti, 2020). Like any other country around the globe, countries with 

reported cases in Africa such as Tanzania, Kenya, South Africa, and Uganda have begun to take actions 

and possible measures to contain the few cases by closing education institutions and by isolating the 

affected persons as well. Since then, millions of the students in Africa and around the globe became out 

of the face to face classroom by learning from home. It must be noted that with the outbreak of the 

virus, all things have changed, the teaching and learning practice has come into the home now. For 

these students to continue with their education, all classes went online, millions of students have begun 

learning through the internet and digital tools. For instance, during the COVID-19, Chinese universities 

have set to open 24,000 online program selected by the ministry of education (Ministry of Education of 

the Peoples Republic of China, 2020). Therefore, online education is considered as an essential tool for 

simplifying the teaching and learning process.  

Conceptualizing Coronavirus Diseases 

Coronavirus Disease is the transmittable disease which was first recorded from China on 31 December 

2019 and later the disease spread in many countries across the world. (World Health Organization, 

2020). This pandemic was later declared as “COVID-19” by the World Health Organization. 

“COVID-19” stands for Coronavirus Diseases-2019. The symptoms of COVID-19 include breathing 

difficulty, fatigue, coughing, sore throat and runny nose (World Health Organization, 2020). Studies 

and the world health organizations noted that persons with underlying health problems as well as elders 

are likely to suffer seriously from COVID-19 (Sun, Tang & Zuo, 2020). At the time of this study, there 

were no reliable treatments for COVID-19, but many researchers across the globe put their effort in 

finding the clinical vaccines for treating patients but personal hygiene like frequent washing of hands 

with running water, medicated soap and the use of hand sanitizer. Also, social distancing, wearing of 



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face masks and close sneezing and coughing were procedures advised to be adhered in reducing the 

spread of COVID-19 pandemic (World Health Organization, 2020), one of the key proactive measures 

to the spread of the coronavirus were Social distancing, closure of educational institutions, lockdowns 

in some countries like United States of America, Italy, Canada, Germany, Kenya, India, Uganda, South 

Africa, and Rwanda. All of these measures led to the increased use of online education to help students 

continue studying while home. 

The concept of Online Education 

Technology is a vital component of teaching and learning in the 21
st
 era. The expanding use of 

technology in teaching and learning has improved methods of teaching from traditional to the most 

flexible methods, (Sun & Chen, 2016; Onyema & Deborah, 2019). Technology influences remote 

education, virtual learning, distance learning, mobile learning, cooperative learning and machine 

learning. Each aspect of education is adopting digital, and students, as well as education stakeholders, 

are challenged with the transition to online learning. The application of technologies in education 

increases the accessibility to learning resources such as online courses and many other programs to 

meet the need for distance learning (Onyema, 2019). Nguyen (2015) has defined online learning as a 

wide range of curriculums that practice by using the internet to facilitate instruction and provide 

materials as well as interactions between teachers and students or among the group of students. On the 

other hand, onlineeeducation.com (2020) conceptualizing online education as a general way of teaching 

and learning online with the help of digital platforms and technology tools. Onlineeducation.com (2020) 

noted online teaching and learning originates from and distance learning and the development of digital 

technologies which facilitate instructional activities by using the internet. The success of learning 

online depends on digital skills, availability of educational technologies and good internet networks in 

the learning environment. There are many platforms or tools that educators and learners use in online 

learning. Some of these technologies are Zoom, WhatsApp.com, Skype.com, Youtube.com, and 

Google classroom (edu.google.com). The application of these technologies in education influence 

online learning and accessibilities of learning and teaching materials through the internet. The internet 

has made teaching and learning conceivable, and many educators and scholars are interested in online 

learning to enrich accessibility of learning resources and improve students learning, mainly in Higher 

learning (Page, 2010; Horn & Staker, 2011), portrayed that online learning is a form of distance 

education which has been a practiced in America and has become the most important aspect of distance 

education in recent years. The development of online learning in higher learning does not happen 

overnight. There are main factors that influence higher learning institutions to offer online teaching and 

learning. These factors including meeting the need of students for the flexible program, shortage of 

educators and the need for increasing students enrollment (Sun & Chen, 2016). In another way, war, 

economic crisis as well as the outbreak of diseases can also be considered to be a great catalyst for the 

expansion of online education in higher learning institutions around the world.  

 



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Statement of the problem 

The outbreak of coronavirus (COVID-19) has brought many changes across several industries 

including the education sector. One of these changes is that the physical classroom has begun to lose its 

value as the place of teaching and learning. The internet, as well as the world wide web, has brought 

substantial changes to all areas of life from an individual, political, socially as well as economical as a 

source of information and learning (Nguyen, 2015). The internet has made teaching and learning 

conceivable, and many educators and scholars are interested in online learning to enable the 

accessibility of learning resources and improve students learning, mainly in Higher learning (Page, 

2010). In this regard, many countries around the globe are inventing different innovations in education 

to help their students thrive at this historical time of coronavirus. However Tagoe (2012) noted that 

online learning was improving in some countries in Africa, but for the whole of the African continent, 

the program faces many challenges because of the insufficient infrastructure facilities such as network 

and computers in most universities. Also, the review of literature has shown that the efforts made by 

African universities in the adoption, implementation, and integration of online learning approaches in 

education are not effective to enable distance education to meet the intended goals. For instance, Kotua, 

IIkan, and Kilic (2015) conducted a study on the growth of online education in Sub-Saharan Africa, a 

case study of Ghana. The study revealed that learning in Ghana has developed very little regardless of 

the variety of universities in the country offering virtual studies. Kotua, IIkan, and Kilic (2015) also 

noted that Ghana is rated to be among the best nations which offer online education, five students out 

of ten have access to the internet which makes the) online learning imperfect. Kisanga and Ireson (2015) 

and Mikre (2011, p. 13) conducted a study in Tanzania, the study revealed that the lack of information 

and communication Technology policy that sets the milestone in place is the big challenge that faces 

online learning in developing countries. Generally, the online learning and usage of information and 

communication technologies in African universities is relatively little known compared to other 

developed countries like the United States of America, Canada, and China. Hence, this study aimed at 

investigating online classes during the COVID-19 pandemic in higher learning institutions in Africa to 

assess the intervention that put on the ground by the governments and higher learning intuitions in 

Africa in helping students thrive in the era of COVID-19. The current study also will help in 

establishing and preparing for mitigation measures and pathways to ensure continuity of education 

among students in higher learning institutions in Africa.  

Research Objectives and questions 

The main objective of the study was to investigate online classes during the COVID-19 pandemic in 

higher learning institutions in Africa with a focus on five universities in Africa. The study aimed: 

1) To explore the effectiveness of online education in African Universities. 

2) To assess the challenges facing online learning during COVID-19 in African universities. 

3) To determine possible strategies to curb challenges facing online education in higher 

learning institutions during COVID-19 and post-pandemic in Africa. 



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Significance of the study 

The study was sought to support policymakers and educational stakeholders in becoming informed 

users of information about online teaching and learning and its possible value in educational 

development and productivity. The study will provide essential knowledge in understanding (of) the 

possible contributions of online teaching and learning. The study also aimed at inspiring students in the 

utilization of online learning techniques as a vital tool to help them thrive during a difficult time like 

this Coronavirus. Also, the study will serve as a guideline to researchers who may wish to conduct 

similar research in the future  

 

Independent Variable                         Dependent variable  

 

 

 

 

 

 

 

 

  

 

 

 

  

Figure 1. Conceptual Framework 

 

Figure 1 Demonstrates the Conceptual Framework which indicates the independent and dependent 

variable. The Conceptual Framework shows how the outbreak of the COVID-19 pandemic has brought 

many changes in the education sector which led to the increased use of online education as a proactive 

response for higher learning to continue. The COVID-19 has reshaped the education system in African 

countries. This implies that if we want to succeed during and after corona pandemic we should adopt 

the use of online learning, we should not use traditional learning alone but both ways should go hand in 

hand.  

Related literature review 

The researcher anchored this study on constructivist theory. The theory was founded by Lev Vygotsky 

in 1978. Kalpana (2014) suggests two types of theories of constructivism of which one is individual 

learning and based on personal self-concept, belief system, and experience. Levy Vygotsky theory 

(1978) is very much related to the current study based on social interaction and focused on views 

RESHAPING 

EDUCATION IN 

AFRICA 

Online Education: 

Collaborative online 

learning, individual 

online learning, 

interactive online 

learning 

 

 

 

 

COVID-19  

Destruction of 

Research activities. 

Social distancing & 

isolation. 

Learning distraction 

learning distraction 

Lockdown all 

activities including 

schools 

Prolong study 

Increase of Debits 

 



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sharing among peers. Slavin (2006) asserted that learner-centered education is core in the teaching and 

learning processes. According to the constructivists‟ theory, the reality is a multitude of knowledge in 

the learners‟ minds and each learner is unique. Learning, therefore, should take this into consideration 

and allows learners to explore and use their abilities to process information to create the personalized 

knowledge which makes more sense to them (Woolfolk, 1995).  

In general, the constructivist theory points out that individuals would construct knowledge from a new 

learning experience. This means that learners will grasp knowledge when students actively engage in 

their environment such as online learning which an active engagement kind of learning is. Online 

learning students would construct their understanding and knowledge of their environment. In general 

students are active creators of their knowledge.  

Constructivism Theory is very much relevant to the current study because it encourages learners to 

apply new and active methodologies of learning. This can be done through the learners‟ interaction 

with peers and the environment but based on their own experience. In this regard, learning could be 

better defined as meaning-making rather than memorizing what was imposed by others (Nawaz, 2012). 

With this regard, learning could be facilitated by the inclusion of online learning and ICT in education 

as a way to apply the underlying principles of constructivism. According to Kalpana (2014) in the 

constructivist class, the environment is democratic and centered on the learner, where the curriculum is 

negotiated and not imposed. Learners participate freely in the creation of the knowledge either 

individually or through interaction with their peers or significant others or even environment but based 

on their prior experiences. The lecturer in this environment just guides the learners on their journey and 

the discovery of new experiences. Hence online learning comes in constructivism as a medium to 

facilitate the learning-how-to learn process by eliciting learners‟ curiosity which leads them into critical 

and analytical thinking, thereby resulting in discovery (Kharade & Thakkar, 2012). The philosophy 

underlying the constructivist theories aims at promoting learner‟s activity in online learning. The 

constructivist teachers encourage the students to continuously assess how the activity is helping them 

gain understanding. Learners in the constructivist classroom ideally become “expert learners”. This 

gives them ever-broadening tools to keep learning. Thus this theory is very much relevant to the current 

study on reshaping education in Africa including Tanzania on online classes during and after 

COVID-19 pandemic in Higher learning institutions in Africa 

The effectiveness of online education in African Universities 

Africa as a continent has become one of the fastest-growing marketplaces for the internet in the world.  

For instance, “there are many universities which offer online education in Ghana” (Kotua, IIkan & 

Kilic, 2015). On the same note, most of the private and public universities in Kenya started offering 

online education (Kashorda & Waema, 2014). However, studies across higher education in Africa have 

revealed that the implementation of online education has not been effective due to the variety of 

challenges associated with the policy, program development, user characteristics assessment and 

academic performance (Makokha & Mutisya, 2016; Kisanga, 2016). Adeyinka (2013) noted that in 



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Nigeria many universities offer online education but there are not enough educators and qualified 

professors to teach online classes because they tend to find jobs abroad where they are paid a better 

salary than in Africa. These challenges seem to be the reasons that hinder the success of online 

education in Africa which need to be solved to ensure quality provision of online learning in Africa. 

Muuro (2014) conducted a study in Kenya using a descriptive survey, the study revealed that physical 

interaction with facilitators, face to face learning, group discussion are the stronger keys for learning 

than e-learning. This is to note that online learning is not liked by many students in Africa because the 

students need timely feedback from their educator or during group discussion. Therefore, this indicates 

that online education is not effective in African universities. Chawinga (2016) demonstrated that online 

education has a negative impact on students‟ academic performance because it delays the provision of 

assessment and feedback. With these standing points, higher learning institutions in Africa should be 

encouraged to develop clear and relevant policies that will help students develop skills related to online 

education. 

Tarus (2015) conducted a study in Kenya the study demonstrated that computers and network 

connectivity play a vital role in the development of online education, however, there are not enough 

computers or funds for installing new computer labs and connectivity in African nations. In line with 

that (Makokha & Mutisya, 2016), supported that inadequate computer and internet facilities are the 

major challenges that weaken online classes in Africa. Therefore, higher learning institutions and 

governments need to collaborate in ensuring that there are enough computer and connectivity facilities 

to make the effectiveness of online education in Africa.  

Challenges facing Online Learning in higher learning institutions in Africa 

Doculan (2016) assessed on E-learning tool, for higher education institutions in the Philippines. The 

study asserted that online education can only be practised if the institution is deemed equipped. The 

study results indicated that the advancement of online education is to address the gaps in teaching and 

learning, increases productivity, and increase accessibility of education, and reduce costs. These 

findings are contradicting with those of Nwana (2014) who pointed out that Africa is faced with 

various challenges such as scarcity of videophone and teleconferencing systems, massive computer 

illiteracy, a problem in IT utilization, and limitations in the application of World Wide Web (www). 

Other factors include the opportunities for development, lack of multimedia systems, or inconsistent 

power supply, techno-phobia and resistance 

Concerning this study, Raja (2012) looked at the challenges facing students in implementing e-learning 

in Hebron Palestine. The study random sample consisted of 175 students who were studying E-learning 

techniques and online studies. The results displayed that low level of English language of learners, 

shortage of computers in the schools which hindered the learner‟s participation in online learning 

which is the situation of learners in most of the universities in Tanzania after the birth of coronavirus 

pandemic? 

 



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The study by Nnajiofor and Achukwu (2012) examined the important challenges and implementation 

of E-Learning in Nigeria. The study contended that constant change in technology can have a profound 

effect on education. Educational institutions must provide learners with skills that are necessary for 

coping in the wider community. Online learning is the latest evolution in education and training. 

However, in some online studies conducted in developing countries, it was found that a lack of vision 

and support in implementing e-learning lead to disappointment with online learning and contributed to 

the breakdown of some projects. The previous study looked at the importance, limitations, and the 

implementation of online learning. The current study looked on challenges facing online learning 

specifically in 2020 when the Coronavirus has created a gigantic problem which has caused more than 

1.6 billion of all ages to be out of schools in almost 161 countries worldwide (world bank 2020). 

In addition, William and Mbobola (2018) conducted a study in the Zambian education system. The 

study used quantitative and qualitative approaches. The research findings showed that online learning 

facilities and IT infrastructure were not available in most rural schools in Zambia. On top of that 

Mukosa and Mweemba (2019) asserted that quality of internet in Zambia is also a huge challenge, most 

of the African countries have received very little knowledge in ICT and that impacts unconstructively 

on the addition of e-Learning in higher learning and cultural issues are still shortcomings that need to 

be resolved for online learning to take place. Though various studies such as; (World Bank, 2020; 

Gilbert, 2015) indicate that online education and e-learning reimbursement educational services 

providers as it enables them to widen their market beyond geographic borders. The previous study 

involved pupils from the primary level of education while the current study focused on challenges 

encountered by university learners who adapted to online learning in universities specifically in the rise 

of the COVID-19 pandemic. Nevertheless, the current study used university students who might bring 

effective and quality results because learners in the university are mature enough and they can give the 

needed information compared to pupils at the primary level.  

Notwithstanding, Mtebe and Raphael (2018) Reviewed on E-learning research trends in Tanzania. The 

study used a pure quantitative paradigm. The research exposed that mobile, E-learning, online learning, 

and game-based learning was the least researched. The study also shows that Internet access, unskilled 

labour and low-speed connectivity were the key issues that affected the provision of education through 

online learning implementation in the country. In addition, Lwoga (2012), Tedre, Ngumbuke, and 

Kemppainen (2010) commended that university incurs expenses due to the internet, for example, one 

university was paying 104 million Tanzanian Shillings while another university was paying 

approximately US$ 3,100 per month for Internet connectivity.   

In the same vein, Annika (2008) examines major challenges for e-learning in developing countries in 

Sri Lanka. The study involved 1,887 participants. The research identified various major challenges 

such as the lack of skilled labour. The challenge drives the need for learning and reducing the gap 

between the skills of the workforce and business demand. The fact that Anoka‟s study was done in 2008 

means there is a time gap. Thus the researcher to discover if what was found by Annika will be different 



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or similar to the current study.   

Croucher and Locke (2020) summarized evolution trends in higher education caused by COVID-19 in 

Australia. The study finding analyzes various challenges that could face the globe after the coronavirus, 

such as the retreating capacity for the governments on the planet to invest in education and research, 

many degrees and programs may have less attraction for students. The nature of academic work may 

change with greater roles played by learning designers. Moreover, withdrawing student‟s capacity for 

travelling, to commence international education in other countries because leaving their home countries 

for studies will be perceived as less safe due to the coronavirus. Nevertheless, the study did not specify 

the sample size used to collect this information.   

Strategies to curb challenges facing online education in higher learning institutions 

duringCOVID-19 and post-pandemic in Africa 

In relation to the current study, Murphy (2020) examined the urgent situation of E-Learning results of 

securitization of higher learning after pandemic pedagogy in American universities. The study used 

twenty-five universities around America. Murphy observed that more than 1.5 billion of learners 

around the globe are affected by school and university closures due to the coronavirus outburst. The 

study findings indicated that the traditional way of education provision which is face to face has 

changed to become a threat to humanity during the coronavirus. Hence the study supported the use of 

distance learning as a securitization theory proposed and the de-securitization method should be 

employed after the corona pandemic. Looking at Murphy‟s work used 25 universities in America the 

findings could bring different results if they could use various universities from different countries.  

Nevertheless, the UNESCO international institute for Latin America and the Caribbean (IESALC) 

(2020) evaluated the situation of the coronavirus and higher education. The resulting findings displayed 

that higher education system acted uniformly; during the coronavirus, the education systems globally 

have experienced tremendous change, by being close down in all level of education from kindergarten 

to university. Hence colleges, universities, and other forms of learning do not have to continue offering 

physical interaction education systems alone. Besides, some learners will discontinue complete from 

traditional learning or return to classrooms. The current study focuses on strategies to curb challenges 

facing online education in higher learning during the coronavirus and post-pandemic. 

In Georgia, Basilaia and Kvavadze (2020) looked on the transition to online education schools during 

the SARS-COV-2 Coronavirus. The study used private schools with a sample of 950 learners and a 

case study was adopted to facilitate data collections. The findings demonstrated that after the pandemic 

in 2020 will force a generation of new laws regulations, platforms, and solutions for future cases when 

the global population will be more advanced than at present. Moreover, Distance learning such as 

online portal, TV school and Microsoft teams for public schools and alternatives such as Zoom, Slack 

and Google meet, Edu page platform can be used for online education. Nevertheless, Basilaia and 

Kvavadze used private schools the result findings could be different if they could use both private 

schools and public schools to strengthen the findings. 



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The reviewed literature indicates that very few studies online learning have been carried out in African  

Universities especially in the context of public universities. This study will, therefore, bridge the gap 

that exists in the current knowledge on online classes during COVID-19 pandemic in Higher learning 

institutions in Africa: A focus of Universities in Tanzania context by adding onto the lake of 

knowledge on the topic. Tanzania has students from within Tanzania and some are the international 

students. Where there is a similarity in results, we have done triangulation with the literature review. 

The results from this study will serve as a vital reference for extra research by academicians and 

researchers at both national and worldwide. 

 

2. Methods 

2.1 Research Design  

According to Creswell (2014), a mixed approach has various designs such as convergent parallel and 

explanatory sequential. In this study, the researchers employed a convergent parallel mixed method. In 

this design, the researchers typically collect both forms of data approximately, simultaneously or 

concurrently. A mixed-methods approach was adopted in the current study to understand the study 

phenomenon. Particularly, since studies on online learning have been done quantitatively, and 

qualitatively we strongly believe that the approach will strengthen each other (Creswell, 2014). The 

adoption of these methods would help to ensure the generalizability of the data.  

2.1.1 Area of Study 

The study was conducted in Africa which has both public and private universities that can represent 

African general.  

2.1.2 Targeted Population 

The target population of this study comprised of 5 Universities which were purposely chosen as a case 

study. The sample involved 140 participants whereby 70 were male and 70 were female. These 

students and lecturers were selected from a variety of departments by simple random sampling. 

2.1.3 Instrument of Collecting Data 

Data were collected concurrently. Quantitative data and qualitative data at the same time, this means 

that the researchers went to the field once collected data by using a questionnaire and thereafter, data 

was collected by using an interview guide  

The first methods used in getting data were through interviews. Ten lecturers took part in interviews. 

Each interview lasted for 25 minutes. Each interview was organized through phone calls to the 

University that were involved in the study. The researchers asked participants if they were interested to 

use Zoom during interview sessions. The participants agreed to carry out the interviews by using Zoom 

and one of the researchers recorded the data that were mentioned by the participants. The aim of the 

interview was to obtain personal opinions to help the study of online classes in Africa during the 

COVID-19 pandemic.  

 



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The second technique to gather information from the respondents was questionnaire. Since there are 5 

universities involve in the study the researchers‟ sampled 26 students from each university giving a 

total of 130 participants. The questionnaire was vital in this study because they collect data directly 

from the respondents. They speed up the process of data analysis as all the participants were asked the 

same questions. They are less expensive and offer greater anonymity.  

2.1.4 Validity and Reliability 

Leung (2015) defined validity in qualitative research as appropriateness of the tools, process, and data 

(p. 325). According to Magigi (2015) validity is the degree to which instrument measures what is 

supposed to measure, while reliability is a measure of the degree to which result is consistent in giving 

the same results after repeated trials (Magigi, 2015). In the current study, the researcher checked 

validity by exposing questionnaires to the experts in the research department while reliability was 

checked by using Cronbach‟s Alfa. The result of the testing reliability coefficient was 0.80 and was 

between the standard reliability coefficient value between 0 and 1, the researcher, therefore, concluded 

that the questionnaire was reliable for data collection. The research was piloted in an ethical means. 

Consent was sought from the students and the lecturers who took part in the study and they were 

assured of privacy regarding their opinions and view. Also, the researchers independently analyzed the 

data collected from the field to further improve the validity of the analysis 

2.1.5 Data Analysis 

Yin (2011) defines data analysis as the process of taking notes about action and vivid images from the 

problem under study. It involves classification or examination of the collected data from questionnaires 

and interviews to make a conclusion. The data collected from an interview were presented both in 

qualitative and quantitative methods based on objectives which made it possible to draw an analysis of 

the results. Generally, Qualitative data were divided into categories and themes while Data from 

closed-ended items in the questionnaires were analyzed using descriptive statistics and inferential 

statistics and the variables presented in frequencies, percentages, frequency tables, charts, and 

inferential statistics. Data were analyzed separately and merged at the end of the study.  

 

3. Results and Discussion 

The results and discussion of the research findings were presented based on the objectives of the study 

as follows. 

The effectiveness of online education in African Universities  

The findings from university students were negative since the majority of them pointed out that online 

education in Africa universities are not effective. To evaluate the effectiveness of the online education 

in African universities, the researchers asked the students to respond to open questions by indicating 

yes if the answer is correct and no if the statement is incorrect. The responses are presented in Table 1.  

 

 



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Table 1. Evaluation Framework of Online Education in African Universities 

Questions for evaluating the effectiveness of 

online Education 

Yes No 

Frequency Per cent Frequency Per cent 

Is online education effective and is improving 

the education status and development potential 

of the students in your college? 

10 7.1% 130 92.9% 

Do you have sufficient facilities, electricity, 

network and computers for implementing 

online education in your area? 

 

 

contexts. 

30 21.4% 110 78.6% 

Is the school policy developed to fit online 

learning? 

Do you get any sufficient financial support to 

help you for data? 

Have you attended a seminar or workshop to 

equip you with digital skills? Did you like the 

trainers and facilitators 

24 

 

60 

 

40 

17.1% 

 

42.9% 

 

28.6% 

 

 

116 

 

80 

 

100 

 

 

82.9% 

 

57.1% 

 

71.4% 

 

 

Source: Field data 2020. 

 

Evaluation of the effectiveness of online education, networks and computers for online education. 

Table 1 above the students were asked to respond to the open questions which were designed to 

evaluate the effectiveness of online education, network connectivity, and availability of computers 

facilities for distance or online learning. The results findings were obtained that only 7.1 percent of 

university students agreed that online education in their college is effective and is improving the 

education status and development potential of the students while 92.9 percent of the university students 

noted that online learning was not effective and did not improve the education status and development 

potential of the students. Also, 21.4 percent only agreed to have sufficient facilities and computers for 

implementing online education in their area but 78.6 percent of respondents were strongly disagreed to 

have sufficient facilities and computers for implementing online education in your areas. The 

respondents through interview pointed out that online education was not effective in and not liked by 

the students. Lectures identified that students learn better in a face to face classroom where they can 

discuss with their peers. During the interviews, the respondents pointed out that: 

“From my experience as a lecturer, online education is not effective in our university because 

of poor internet connection and online learning is very expensive” (Interview, 20 May 2020). 

“Only a few faculty implement online and distance learning also not all of our students poses 

computers. This has made us teach them in a physical classroom” (interview, 21 May 2020). 

 



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In relation to what has been said by the majority of the lecturers, four of the lecturers responded that: 

“Online education in our college is not effective because it does not even improve the status of our 

students, therefore, students should be taught in a group to allow interaction and cooperation among 

them than using distance learning” (Interview, 21 May 2020). 

The findings have shown that online education is not effective and does not improve the development 

potential of learners. This finding concurs to what was found by Makokha and Mutisya (2016) who 

noted that inadequate computers and internet facilities are the major challenges that weaken the online 

classes in Africa. 

Evaluation of school policy in ensuring online education 

During the survey, the students were asked the open question to say yes or no to the question. The 

question was “Is the school policy developed to fit online learning?” (Table 1). Shows the results of the 

findings that only 17.1 percent of the students agreed that the school policy in their universities is being 

effective to support online education while 82.9 percent of the students indicated that the school policy 

in their universities does not support online education. This was also identified during the interview 

session when the majority of the interviewees noted that, 

“the school policy in our university support face to face interaction, no online education due to 

the poor internet, the internet is so expensive and we have no computer expertise to support online 

education” (23 May 2020). 

Two of interviewee pointed out that, “although the school policy in our university allow 

distance learning, our students cannot afford to buy internet and that‟s why we even cannot offer online 

education” (Interview, 23 May 2020).  

Six of interviewees noted that “Some of students are living in the areas where there is no electricity and 

most of them have no smartphones or computers. Hence we cannot accept the school policy that aims 

to offer distance and online education” (Interview, 23 May 2020).  

Therefore the findings from the participants prove that school policy is the problem toward 

implementing online education in some universities in Africa. This is because some universities have 

good facilities to allow distance or online learning but the policy does not allow to implement online 

education. The above findings look similar to William and Mbobola (2018) who lamented that online 

learning facilities, such as policy and IT infrastructure were not available in most rural schools in 

Zambia. 

Evaluation of financial support for online education 

During the survey, the students were asked another question to find out if they have support for 

ensuring online learning. The question stated “Do you get any sufficient financial support to help you 

with online education?” Findings in Table 1 indicate that 42.9 percent of the university students who 

participated in the study noted that they have financial support to help them access to online education. 

This support includes finance for buying computers, smartphones data and for paying electricity. 57.1 

of the respondent expressed the lack of sufficient support to afford the expenses of online education. 



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The study identified that many university students were not able to afford for online education. This 

can be noted that many African students are supported by the government through the loans board. The 

government provide them with only school fees and no more. One of interviewees described that:  

 “A large percent of our students have no any source of income, their guardians and parents only 

pay their school fee but they cannot give enough money for other activities like buying laptops, mobile 

phones and even money for going to watch educational platforms in town” (Interview, 20 May 2020).  

 “From my experience, our university does not pay us enough and the university offers only 

internet but no computers, the internet itself sometimes doesn‟t work. It‟s difficult even to skype or to 

do emails with the students, that‟s why we prefer to teach in a physical classroom” (Interview, 23 May 

2020).  

Majority of the interviewees expressed that … “we can teach in the cooperative, face to face classroom 

which is manageable for every student and lecture because online educations so expensive”. 

The result findings show that lack of financial support is the threat in the development of online 

education or distance education. Annika (2008) proves that fund is the major challenges for e-learning 

in developing countries. Many universities do no give support to their students and lecturers. Hence the 

lack of financial support weaken the implementation of online education in African universities.  

Evaluation of workshop and seminar training on the implementation of online education 

Also, Table 1 indicates that a large number of university students in Africa have not gotten training in 

the implementation of online education. The findings show that 28.6 percent of students attended 

workshops and seminar to learn digital skills for online education. 71.4 percent of the respondents did 

not attend workshops and seminar to learn digital skills for online education. This reveals that online 

education is not effective in African universities since the learners have not gotten enough knowledge 

for learning online. The findings were obtained through interview were as following. 

“I have attended six workshops related to online learning, I have experience about it but my 

students have no digital skills” (Interview, 20 May 2020). 

Majority of the interviewees said that: “It is difficult to run online education because of that. The 

university also has not established any conference to help these students gain skills related to online 

education” (Interview, 20 May 2020). 

 Five respondents noted that “to teach online is difficult although I know that internet is the best 

thing for getting materials and learning but it comes difficulty for me when it comes to making a video, 

a youtube account and even participate in an online conference” (Interview, 23 May 2020). This is in 

line with the study by Nnajiofor and Achukwu (2012) who contented, that many educational 

institutions have not provided learners with scientific skills that are necessary for coping in the wider 

community to support in implementing e-learning. The lack of digital skills lead to a disappointment of 

online learning and contributed to the breakdown of some projects. 

 

 



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Challenges facing online learning during COVID-19 in African universities 

The study further sought to establish, Challenges facing online learning during COVID-19 in African 

universities. Therefore students and lecturers were required to indicate various online challenges 

encountered during COVID-19 as indicated in Figure 2. 

 

 

Figure 2. Challenges Face Universities in African Universities during COVID-19 

 

Figure 2 illustrates the findings from students in various universities during COVID-19 pandemic in 

Africa. The majority of Students in African universities are encountered with many problems in 

attaining online education. The results shows that 70.0 percent of the participants voiced out that there 

is ineffective of delivery of online instructions while 67.3 percent asserted that there is poor internet 

connectivity which hinders the provision of online education and a total of 60 percent of respondents 

stated that inadequate teaching and learning resources is another obstacle which hinders online learning 

in African universities. Nevertheless it was revealed that 49.0 percent of lecturers have no skills on 

provision of online program. A total of 40.0 percent of the respondents cited that there is poor support 

in provision of online teaching however, 30.0 percent of the participants commended that English 

language is another challenge causes learners not to grasp online learning.   

The research findings in figure two implies that there are many online challenges encountered by 

higher learners in an academic environment. Moreover it showed that most of lecturers in African 

countries have been providing teaching and learning procedure in the traditional way that is face to face. 

Nevertheless, the outbreak of COVID-19 was unanticipated situation hence it forced some of higher 

learning in Africa and Tanzania to launch live online programs of a total of 55788 postgraduate and 

1,999 graduate online courses in order to make sure the usual learning proceeds. This situation was 



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disruptive change to budge all the existing courses online in a matter of weeks. People were not 

prepared for; while some have rejection from change. However all changes need a strategic planning or 

forecasting and preparation for various things such as finance, lesson plan, technology support, 

unreliable internet access, lack of technology skills to engage in digital learning, teaching and learning 

material, this situation has seen in most of African countries. 

Moreover COVID-19 brought a very high confusion to learners, lecturers and the whole system of 

education and some universities are still waiting for God‟s mercy if the situation will be back to normal. 

Majority of the learners and lecturers were not prepared for the change hence there were some 

disagreement with the universities learners and university management and some of them were novices 

for the online teaching, lecturers and even learners had no skills on how to run online programs. Online 

learning cannot be operated if there is no internet connectivity looking at the real situation of African 

countries. Internet is one of the main challenges which delays the development of the countries. In the 

contrary COVID-19 has made the university learners to accommodate the change, since the system of 

education has somehow changed the way of teaching and learning. Notwithstanding the high confusion 

brought by the evolution of COVID-19 has caused negative challenges to higher learning in the other 

hand it brought positive change to African countries such as: Hygiene washing hands always, 

Economically, employment adaptation of online teaching, tutorials this finding is similar to an 

interviewee who narrated that: 

“The outbreak of COVID-19 has brought positive and negative things to African countries and the 

world at large. Individual people have been creative for example today some people are making 

sanitizers, face masks, instead of importing from other countries things are now made within our 

place hence we are getting money Employment is another thing is that those people who are 

making Sanitizers, and face masks have been self-employed. Discovery of herbal medicine such as 

„nyungu, Jifukize‟ in Tanzania” (interview 20
th

 May, 2020). 

The interview implies that COVID-19 has brought challenges to the world including African countries. 

Most of the countries has been affected economically, political, and socially however these countries 

has tremendous changed the way of performing various duties such as almost all universities have 

adapted on line teaching even though there are some challenges on how to run online programs. 

Nevertheless universities in Africa such as Dar es Salaam University, Dodoma University, St. 

Augustine University in Tanzania, Lilongwe in Malawi, Kenyatta University conducted a defense of 

Master and PhD research dissertations presentation which was done online. The study reveals that 

challenges of corona virus would not make universities in African countries to restrain from provision 

of education. Even though there many issues which interrupt the teaching and learning using 

technological. On the other hand, online teaching is perhaps one of the strongest factor for shaping the 

educational system today specifically during and after COVID-19 pandemic. 

 

 



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Possible strategies to curb challenges facing online education in higher learning  

University learners were passionate to give their responses to the question what possible strategies to 

curb challenges encountered online education in higher learning institutions during and after corona 

virus as illustrates in Figure 3.  

 

 

Figure 3. Possible Strategies to Curb Challenges during COVID-19 (n=100) 

 

Responses from university Students 

Majority 60 percent of the participants indicated that seminars, workshops should be provided always 

so as to bring awareness to learners and lecturers; while 40 percent of the respondents pointed out that 

learning and teaching resources such as computers, tablets internet connectivity, a total of 50 percent of 

participants asserted that the provision of original programs such as Zoom, Noodle tools, Google 

classroom, WhatsApp, and others from the industry should be made available. This finding indicates 

that there is no growth as far as online program development if awareness, funds, provision of teaching 

and learning material, seminars, workshops and further studies would not be available. 

Globally, COVID-19 lockdown has had its challenges for economic, political, social, specifically to 

university learning. For instance in the issue of Tanzanian, Rwandan, Ugandan, and South African 

students, in all level of education stayed home almost three months although in the middle of May 

online learning for students who supposed to sit for exams was delivered through Television, Radios, 

Noodle Tools and zoom all this was to consolidate the knowledge acquired before the closure of 

schools. However these methods of teaching were not effective to the students in remote area. For 

instance in June first the president of United Republic of Tanzania Dr. John Pombe Magufuli 

pronounced that all higher learning universities in Tanzania should be reopened and students working 

and non-working staff need to abide to the recommendations from WHO such as change in human 

behavior, global Health and others is required to end the ongoing pandemic to live in post COVID-19 

Now all schools were reopened the health people were highly monitoring, learners and lecturers had to 



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abide distancing themselves, during the presses of teaching and learning. 

Most of the universities in Africa need to increase speed of technology level in the classroom by 

providing hardware such as tablets and computers, so as to enhance internet connectivity, and 

implementing programs considered to perk up computer literacy for both lecturers and learners. For 

lecturers to achieve effective use of online teaching, they must experience a paradigm shift from the 

lecturer centered classroom to the student-centered classroom, in same vain (Kalpana, 2014) 

commended that in the constructivist class, Learners would be creative and the process of teaching and 

learning is decentralized. This finding is in agreement with one of the interviewee who claimed that:  

“Online teaching is very crucial today we have to adapt it whether we like it or not and this 

learning connects students with the world the learners are directly interacting with the world, 

they become globalized students and the whole process of learning should be centered” 

(Interviewee 23 May 2020). 

This implies that education is not an inland or for an individual but it is human right it needs to be 

provided all the time and to all who want it. Hence learners should be given chance to acquire 

education even during and after COVID-19. This also meant that African countries need to adopt 

online program so as to enhance learning to their people. On top of this after corona virus African 

countries should continue to use both techniques of teaching that is Traditional way or face to face 

method of teaching and online teaching. This paradigm shift would improve learning in all levels of 

education in African countries.  

 

4. Conclusion  

The focus of the study was to investigate the effectiveness of online education in Higher learning 

Institutions in Africa during COVID-19 pandemic. The study focused on students‟ experiences on 

online education and the tool used to implementing online education in five African universities. The 

findings revealed that the learners had positive attitude towards online education however, the majority 

of students and lecturers noted that online education is not effective in African universities and is not 

liked by the majority of students and lecturers because of the inadequate of computers, lack of fund, 

insufficient facilities, shortage of electricity, poor network, inadequate skills and the policies were not 

supportive enough to implement online education in African universities. 

 

5. Recommendations   

The study strongly made the following recommendations with the aim of providing measures for 

reshaping education in Africa during COVID-19 pandemic in Higher learning Institutions in Africa. 

The administrators should adopt policies and practice that are effective to both students and lecturers to 

enhance interactive learning.  

 

 



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The governments should obtain funds for resources via non-traditional sources (e.g., crowd funding, 

grants); exploit the expertise of master teachers in professional learning communities; request training 

on newly adopted educational software directly from software companies; and ensure that adequate 

technical, administrative, and peer support is available to teachers during the implementation of online 

program.  

Online technology should be adapted by all schools starting from primary level to higher learning. 

 

Acknowledgment 

The author would like to thank all the lecturers and the students for their excellent cooperation in this 

research work. 

 

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