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.
