Online learning: experiences of Namibian students relying on smartphones

ABSTRACT

This study reports on the experiences of a group of university students relying on smartphones to access online learning during/post COVID-19. In understanding the effectiveness of smartphones Rogers Diffusion of Innovation theory was consulted. The study took place at a University in Namibia at the Faculty of Education. This study adhered to a mixed methodology approach favoured by the paradigm. One hundred students participated in the study recruited through convenience sampling method. The data was collected using a questionnaire containing questions for both qualitative and quantitative data. The study employed content analysis techniques to analyse the qualitative data and statistical software to analyse the quantitative data. The findings present the following factors: opportunities, restrictions and possible solutions for students relying on smartphones for online learning. The study made recommendations for effective online learning which include affordable data packages, provision of suitable smart devices and the need for stable internet connections to all students. The study reveals that smartphones in Namibia have become a necessity to many students to access education during/post COVID-19 era.

KEYWORDS:

• Online learning
• m-learning
• smartphones
• diffusion of innovation theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Reginald Gerald Govender

Reginald Gerald Govender is a Lecturer: Computer Science Education at the University of KwaZulu-Natal, South Africa. He coordinates several Computer Science Education modules dealing with coding and robotics, teaches and supervises postgraduate research in computer programming, educational robotics, ICTs and Mathematics. He has published in local and international journals.

Simon Albin

Simon Albin is a Lecturer: Mathematics Education in the School of Education, Department of Early Childhood Education and Care at the University of Namibia. His roles include lecturing Mathematics and Numeracy Studies and supervising research projects for undergraduate students in the B.Ed Honours programme. Simon’s research interests are intervention research, teaching practice, mathematics proficiency of fractions and educational technology.