A Minireview of the Challenges and Opportunities of Virtual Learning Post-COVID-19 Era in Developing Countries

Introduction

The Coronavirus disease commonly referred to us COVID-19 was first reported in China in the late 2019 and was declared a global pandemic by the World Health Organization in March 2020 (Kamal & Illiyan, 2021). The pandemic had negative effects on developmental and economic progress of many countries globally. In particular, the education sector (both formal and informal education) was negatively affected by the pandemic as schools and tertiary institutions were closed in a bid to control transmissions of the disease (Yu et al., 2021; Zalat et al., 2021). To prevent the loss of an academic year and continue offering educational services, institutions had to move in swiftly and introduce alternatives to conventional learning systems and at the same time, curb COVID-19 spread (Khan & Abid, 2021; Maatuk et al., 2022). Consequently, face-to-face learning in traditional physical classrooms was abolished and, in its place, is the rise in online educational services that are virtual (Cheung et al., 2023). Murphy (2020) refers to the uptake of virtual learning as “emergency e-learning” that is an expeditious transition from conventional learning aimed at controlling COVID-19 transmissions. As uptake of virtual learning during and post COVID-19 era is rising, there is a need to evaluate the teaching and learning effects by and to associated actors to understand ways of enhancing holistic learning through this new development. It is from this need that this study’s objective is underpinned. Therefore, the objective of this study was to evaluate ways in which virtual learning is delivered, the opportunities and challenges encountered during the process with a focus on developing countries. The goals is to exhaustively discuss the alternatives available to adopt and improve the available learning options even as we move away from the COVID-19 pandemic. Using a literature review-based research approach, information on virtual learning during and following the COVID-19 era was searched from the Web of Science and Scopus databases and obtained information summarized and organized based on the subtitles herein. The databases were preferred due to their massive information and wide usage in many studies.

Figure 1.

Differentiating characteristics of synchronous and asynchronous learning models

Characteristics, Tools, And Perceptions In Virtual Learning

Online e-learning services involve the use of electronic devices such as smartphones, laptops and computers with internet access (Zalat et al., 2021; Cheung et al., 2023). Virtual learning is also defined by terms such as web-based learning, online learning, blended learning, electronic learning, mobile learning, distance learning and computer-aided learning (Dhawan, 2020). All these terms refer to the practice of sharing educational materials anywhere, anytime, using different means via electronic gadgets connected to a specific network. Some of the softwares or apps used to conduct virtual teaching and learning include Microsoft Teams, Zoom, Webex Google hangout, Panopto, LearnCube, Learning Management System (LMS), Moodle, Skype, Canvas, Blackboard and Google classroom (Khan & Abdi, 2021; Zalat et al., 2021). Adoption to virtual learning has grown exponential since the emergence of the COVID-19 pandemic in developing and developed nations worldwide (Allman et al., 2023). Unlike conventional forms of learning that were teacher-centered, virtual learning is flexible, creative, student-centered and if implemented effectively, it could promote cost effective educational services in remote and rural areas of developing countries (Dhawan, 2020). Virtual learning occurs as either synchronous or asynchronous learning experiences (Singh & Thurman, 2019). In the former, students attend live lectures, interact with other learners and teachers in real-time and provide feedback to each other instantly. In an asynchronous learning approach, educational materials are not available live and learning environments are not structured properly. Unlike asynchronous learning, synchronous learning allows social interactions between and among teachers and learners through discussions in video conferences in addition to a chance to provide feedback and record lectures for later use (Basilaia et al., 2020). The difference between the two learning experiences is as shown in Figure 1 (Khan & Abid, 2021).