Abstract
This chapter presents pedagogical adaptation in higher learning institutions (HLIs) during the pandemic in Tanzania. The study employed a phenomenological research design under the qualitative research approach. Twenty-four respondents, including university lecturers and students from five selected universities, participated in the study. Data collection used an unstructured interview guide. Data analysis employed content and thematic analysis methods. The findings revealed that universities employed different pedagogical approaches such as online learning, lecturing in small groups, and extending the timetable. Institutions supported pedagogical adaptation by building academic staff capacity to use online platforms and providing necessary facilities. Further, the main challenges were the digital divide among students and limited skills for both students and teachers to manage online learning. Future studies should investigate how programmes that require practical sessions such as engineering, agriculture, and vocational education implemented pedagogical innovations.
TopIntroduction
The emergence of COVID-19 has affected people worldwide and put the world under tremendous pressure (Schleicher, 2020). Education was no exception, as the pandemic tested the unprepared education system to sustain teaching and learning in an emergency. In many countries, schools were closed more than once to respond to the waves of the COVID-19 pandemic (ADEA, AU/CIEFFA, & APHRC, 2021). Although there have been efforts to safely re-open the schools, providing safety facilities in schools' learning environments has been challenging. Various governments have launched initiatives to facilitate smooth and continuous learning in different education sectors, including higher learning institutions. Studies have reported that universities have tried to shift to online teaching and learning; they also highlighted the challenges and opportunities (Gabriels & Benke-Aberg, 2020; Marinoni et al., 2020; Farnell et al., 2021). In these dedicated efforts, pedagogical adaptation in higher learning institutions is less known, particularly in developing countries where the pandemic is prevalent, and there is a severe challenge of the digital divide. Therefore, this chapter intended to explore the pedagogical adaptation employed in higher learning institutions during the disruptions caused by the COVID-19 pandemic in Tanzania to sustain the learning process.
On 16th March 2020, Tanzania reported the first COVID-19 case, and within one month, cases rose to 254 (Saleh, 2020; Feruzi & Li, 2020). Tanzanian government did not enforce lockdown like other East African countries in combating the pandemic. However, it emphasized adherence to healthy safety measures such as social distancing, wearing face masks, and sanitary habits (Wanga et. Al., 2020). The directive issued on 17th March banned public gatherings like schools, political rallies, seminars, workshops, concerts and sports (ILO, 2021). ILO further reveals that as all educational institutions were closed, the government used radio, television and YouTube channels to continue learning for primary and secondary schools. The closure of education institutions affected 14.5 million students enrolled in primary schools, secondary schools and colleges in Tanzania (Msigwa, 2020). Higher learning institutions were not considered much in continuing learning during the school closure period; however, the diverse nature of university programmes and courses could be impossible to capture them all through the media as some required practical sessions.
On 29th June 2020, the President of the United Republic of Tanzania, Hon John Magufuli ordered re-open all closed education institutions due to the COVID-19 pandemic. The ministry of education and the ministry of health provided preventive guidelines for institutions, teachers and students to adhere to as they continue with their teaching and learning (Jamhuri ya Muungano wa Tanzania, 2020, 2021). Due to the large population of students in HLIs, it was uncertain how teachers conducted teaching and students learning while adhering to health safety measures. The study intended to explore pedagogical adaptation in HLIs during the COVID-19 pandemic to sustain regular teaching and learning.
The study's primary research question stated; what are the pedagogical adaptation in higher learning institutions during Tanzania's COVID-19 pandemic? The specific research questions were 1) What pedagogical innovations HLIs implemented during the COVID-19 pandemic and how? 2) How HLIs support pedagogical adaptation for learning continuity during the COVID-19 pandemic? And 3) What challenges HLIs encounter during implementing pedagogical innovations?
Key Terms in this Chapter
Online Learning: This is the method of education and type of distance learning in which learning takes place across the distance through the internet and not in the traditional classroom setting.
Pedagogical Innovation: This involves applying a new teaching approach that differs from the old or traditional methods to enhance teaching and learning processes.
Adaptation: This is the process of adapting or any adjustment caused by the environment.
Asynchronous Learning: A learning style that allows students to learn based on their schedule within a given time limit.
Synchronous Learning: A kind of learning style that allows students to attend classes virtually from a distance while meeting with their classmates and instructors simultaneously.
Innovation: This involves introducing or establishing new techniques or successful ideas to create new value or bring the changes.
Blended Learning: A method of teaching which combines digital media and technologies via traditional instructor leading classroom tasks and gives learners to explore their learning experiences.
Higher Learning Institutions: These institutions in higher education offer study programs for undergraduate (bachelor's degree or equivalent) or postgraduate degrees (masters or doctoral).
Pedagogical Adaptation: Refers to changing methods of instruction or techniques of teaching to sustain the existing situation.
Hybrid Learning: This is the learning model in which some students attend classes in-person while others join the classroom from their home or elsewhere.
COVID-19: The infectious disease caused by the SARS-CoV-2 virus produces severe symptoms that cause death in some cases.