Evolving trends of distance learning for basic education in Namibia: A parental perspective during Covid-19 lockdown

Abstract

Ingenious technology-driven education has become prevalent during the COVID-19 pandemic in schools. This article solicits pre-primary to Grade 12 learners' parents’/ guardians’ views and experiences of distance learning in Namibia during the COVID-19 lockdown. The study employs a mixed-methods research design to gather and analyse data. The analysis of the qualitative data revealed the following main themes: 1) Barriers to distance learning, and 2) Suggestions to overcome these challenges. The sub-themes were: 1) Communication, 2) Teaching and learning 3) Economic challenges, and 4) Materials and equipment. The results of a quantitative analysis revealed that 73,7% of the participating parents’ children had not received any form of education, and 23,7% affirmed that their children had received some education. 53% of the parents whose children had received an education were very dissatisfied. Therefore, the participating parents’  expectations of e-learning were not positively associated with the provision thereof. Lack of digital literacy prevented teachers from actively engaging with learners in digital communities.