PDF(Pubmed)
Abstract：
This study explored the use of eLearning in teacher education during COVID-19 in Africa. The literature review was an important source of information for this study and employed a historical design. From the review, the findings indicate that eLearning accommodates all people regardless of their geographical background and enhances learner-centeredness and self-study opportunities. Findings also indicate that it enhances access to updated content for students and is cost-effective as opposed to conventional methods that need the presence of the teacher, buildings, teaching and learning materials, and physical libraries. However, the findings indicate that eLearning faces the challenges such as health-related problems because of excessive use of computers for a long time which may result in low vision. Findings also indicate the challenge of the digital divide and a lack of stable Internet services and connectivity as they are rarely accessed in many teacher colleges and universities including, a lack of availability of computers for students in African countries. Further, the findings indicate the other challenge of eLearning based on its vulnerability to online attacks on the websites that may lead to questioning the quality of education provided through the eLearning model. The key argument in this study is that eLearning will remain an unavoidable option for the provision of teacher education in the world and African countries in particular at the threshold of a global pandemic similar to COVID-19 regardless of the risks involved. African Governments need to invest in digital learning by strengthening Internet connectivity and improving the Information, Communication, and Technology (ICT) infrastructure, i.e., the provision of computers and Televisions (TVs) to educational institutions to sustain students\' learning during pandemics similar to COVID-19 and other unpredictable situations.
摘要：
本研究探讨了电子学习在非洲COVID-19期间教师教育中的应用。文献综述是本研究的重要信息来源，并采用了历史设计。从审查来看,研究结果表明，电子学习可以容纳所有人，无论他们的地理背景如何，并增强了以学习者为中心和自学机会。研究结果还表明，与需要老师在场的传统方法相比，它可以增强学生对更新内容的访问，并且具有成本效益。建筑物,教学材料，和物理库。然而,研究结果表明，由于长时间过度使用计算机可能导致视力低下，电子学习面临着与健康相关的问题等挑战。调查结果还表明，数字鸿沟的挑战以及缺乏稳定的互联网服务和连通性，因为许多师范学院和大学很少访问它们，包括，非洲国家的学生缺乏电脑。Further,调查结果表明，电子学习的另一个挑战是基于其对网站上的在线攻击的脆弱性，这可能导致质疑通过电子学习模式提供的教育质量。这项研究的主要论点是，在世界和非洲国家，特别是在类似于COVID-19的全球大流行的门槛下，电子学习仍将是提供教师教育的不可避免的选择，无论涉及的风险如何。非洲各国政府需要通过加强互联网连接和改善信息，对数字学习进行投资。Communication,和技术（ICT）基础设施，即，向教育机构提供计算机和电视（TV），以维持学生在类似于COVID-19的大流行和其他不可预测的情况下的学习。
