Review on the use of eLearning in teacher education during the coronavirus disease (COVID-19) pandemic in Africa

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.