| dc.description.abstract | Education systems need to withstand shocks that include conflict, disease, natural disasters and climate events, all of which lead to school closures. Alternative strategies are required to enable learning continuity and education provision amidst these shocks. The study was guided by four objectives namely: to find out the authentic learning environment features of online and offline strategies, the affordances of online and offline strategies, how teachers were supported to ensure continuity of learning and actions to be undertaken to prepare for future pandemics. The study applied interpretivist philosophical underpinnings. The technology affordance theory and Authentic Learning Environment principles provided a relevant analytical framework. A case study design was used to understand the unique experiences of schools’ administrators, students, teachers and parents on how they facilitated continuity of learning during the COVID-19 pandemic. Secondary schools known to have leveraged technology to support continuity of learning during the pandemic were purposefully selected. Data collection methods included in-depth interviews, focused group discussions and documentary analysis. Data was analyzed using Atlas-ti and framework analysis of the principles of Authentic Learning Environment (ALE) and affordance analysis. The findings revealed that almost all the nine (9) features of an authentic learning environment were utilized in the online and offline strategies that facilitated continuity of learning during the COVID-19 pandemic. Authentic learning features of online and offline strategies that facilitated continuity of learning in COVID-19 pandemic included; providing and promoting: authentic contexts, authentic activities, access to expert performance and the modelling of processes, multiple roles and perspectives, collaborative construction of knowledge, reflection, articulation, coaching and scaffolding, authentic assessment of learning within the tasks. Affordances of online strategies when using applications such as Zoom, WhatsApp, Google Classroom and Google meet included; sharing of content, learner behavior management, online group discussions, monitoring attendance, multimedia integration, real time interaction, facilitating research and collaborative learning while affordances of offline strategies included; accessing learning materials, document sharing, mobility of technology devices, access to multiple media applications, illustrations, recording events, and interaction. The forms of support given to teachers were economic, educational, and health-related support. Increasing internet access and strengthening teacher capacities in utilization of technology affordances were leading to-do actions as preparation for future pandemics. The study concludes that to ensure equitable and inclusive continuity of learning, consolidation of existing collaborations and expanding of partnerships to strengthen the role of parents, teachers and school administrators in supporting continuity of learning during pandemic times is a pre-requisite. Equally, improving socioeconomic conditions of learners and their families as well as developing teacher capacities in utilizing the affordances of Information Communication Technologies to effectively implement authentic learning environments for continuity of learning are critical to do actions. | en_US |
