Introducing Technology in Education during the Time of Pandemic: The Case of the University of Bamenda

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Date
2022-09
Authors
Dissake Koumassol, Endurence Midinette
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Commonwealth of Learning (COL)
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PCF10 Sub-theme: Inspiring Innovations // In 2020, the adoption of technology in education rapidly became a method to fight against the propagation of the coronavirus disease 2019 (COVID-19). During the academic year 2020-2021, the University of Bamenda in Cameroon embarked on remote working and online teaching by scheduling 50% of its courses online via eLearning platforms. The results obtained during the academic year were not satisfactory. To determine the flaws in the introduction of technologies at the University, I surveyed 30 teachers and 46 students. The data obtained were analysed through the coding and categorising framework. Alongside infrastructural issues like unstable electricity, unavailability of internet connection, and the scarcity of electronic devices like computers, the research exposed human factors like resistance to new technologies, new methods of teaching and preparing courses. Although technology facilitates education in developed nations, this instrument still presents some impasses in developing countries, such as Cameroon. Through the description of the predicaments of the University of Bamenda, this study proposes solutions for the effective application of technology in education that may be useful in developing nations. // Paper ID 9834
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Subject
COVID-19, Technology, Education, eLearning
Country
Cameroon
Region
Africa
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