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Hybrid Education, Pedagogical Continuity and Instructional Efficiency amid the COVID-19 Pandemic in Cameroon Universities

Author

Listed:
  • MUKUM Cenotar Engwari (Msc)

    (Research Assistant, Ministry of Scientific Research and Innovations(MINRESI))

  • Forster D. Ntow

    (Research Assistant, Ministry of Scientific Research and Innovations(MINRESI))

Abstract

The advent and propagation of the COVID-19 pandemic has inflicted a big blow on the manner in which knowledge is imparted and acquired across the globe. While some schools and universities have simply been shutdown, most Cameroon universities have resorted to the adoption of both online and offline ways of course delivery to students as a means to ensure pedagogical continuity. The question that arises however is, what are the impacts of hybrid education model in Cameroon universities? This study therefore examines the opportunities and challenges relating thereto. It is a mixted study, involving interviews and questionnaires. The content analyses approach was used with the help of Homi Bhabha’s Hybridity theory and results revealed that in as much as instructors and learners were not adequately prepared to cope with the situation and there is an acute shortage of technological infrastructures and facilities to sustain effective teaching-learning, the COVID-19 pandemic period is disruptive in the positive sense and innovative as it has ‘upskilled’ and reconfigured their previous practices. From these results, it is clear that the COVID-19 pandemic period is both a curse and blessing to Cameroon university instructors and students.

Suggested Citation

  • MUKUM Cenotar Engwari (Msc) & Forster D. Ntow, 2021. "Hybrid Education, Pedagogical Continuity and Instructional Efficiency amid the COVID-19 Pandemic in Cameroon Universities," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(6), pages 559-564, June.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:6:p:559-564
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    References listed on IDEAS

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    1. Bacher-Hicks, Andrew & Goodman, Joshua & Mulhern, Christine, 2021. "Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time," Journal of Public Economics, Elsevier, vol. 193(C).
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