The impact of online skills on teaching and learning during covid-19 at a selected school in Kempton Park, Johannesburg

Abstract

When COVID-19 struck, resulting in the closure of schools and a shift to online learning, the inadequacies in the South African education system were laid bare, especially teacher and learner preparedness to embark on online learning. Documents such as White Paper on e-Education are awash with ideas on how to equip educators and learners with online skills. Yet, such ideas remain on paper, with many educators, especially those teaching in public schools and learners from poor households bearing the brunt. The shift to online learning saw educators and learners pushed to territories they were not familiar with. The purpose of the study was to explore the impact of online skills on teaching and learning during COVID-19 at a selected high school in Kempton Park, Johannesburg. The study adopted a qualitative approach. Two Heads of Departments (Post level 2), four educators (Post level 1) and four Grade 12 learners were purposefully sampled to participate in the study. Thematic analysis was used to analyse data. The study revealed that educators and learners experienced multiple challenges while learning online. They lacked online skills, and there was little support given to them by the Department of Education and the school in general. Based on the challenges experienced, the study recommends that educators and learners be equipped with relevant skills and resources. The government must invest in school infrastructure to ensure effective online learning for all learners, regardless of their background or school. In addition, policies that support online learning must be implemented.