Improving e-learning in faith-based higher education in West Africa : an appreciative inquiry

Abstract

E-learning, commonly referred to as online learning, has emerged as a critical and viable alternative mode of teaching and learning within higher educational institutions (HEIs). This transformation has been significantly accelerated by the global COVID-19 pandemic and its resultant effects on educational delivery systems. Numerous HEIs in Africa, like institutions across various continents, have adopted online learning strategies to effectively address the instructional challenges imposed by lockdown measures, with many extending these initiatives beyond the pandemic. Several faith-based HEIs in West Africa have adeptly seized the opportunities presented by online programs for their students, subsequently institutionalizing these offerings following the conclusion of the pandemic. Despite the widespread global research on e-learning, there remains an urgent need for further exploration in Africa, particularly in the Western regions. The increasing popularity and implementation of e-learning within educational institutions in West Africa have prompted critical inquiries, such as the optimal approach to designing online programs that reflect the unique characteristics of the African context and developing a sustainable e-learning infrastructure to mitigate future educational disruptions. This study aims to address these pressing issues, thereby bridging the existing gaps for the overall advancement of Adventist HEIs in West Africa. To achieve these objectives, this study employed an appreciative inquiry design alongside an innovation configuration methodology, encompassing a diverse range of stakeholders, including administrators, educators, students, and technical staff from a faith-based higher education institution. The data collection was made up of focus group interviews and appreciative interviews with documents and observation. While the pursuit of academic excellence through innovative online instructional delivery with the integration of faith and learning is paramount, this study identifies the necessity for institutional leadership, appropriate e-learning technology and infrastructure, robust support systems, quality assurance protocols, financial sustainability, and spirituality. In view of the findings, the study proposes an innovation configuration mapping aimed at improving e-learning delivery in faith-based higher education. Stakeholders in higher education should integrate these findings into their online learning programs. Researchers, too, are urged to build upon these insights to enhance effective online learning practices in higher education.