The rapid shift to online learning during the COVID-19 pandemic brought unprecedented changes to education systems worldwide, with African universities stepping into the spotlight to adapt and innovate. While initial concerns centered around the technical stability of learning management systems (LMSs), the conversation has now evolved. Educators and students alike are asking a deeper question: How can these digital platforms be used not just to deliver content, but to truly enrich teaching and learning experiences? This shift highlights the crucial role of support, training, and thoughtful design in maximizing the benefits of edtech in higher education.
In South Africa, as well as across the continent, LMSs became an indispensable lifeline when face-to-face classes were abruptly halted. Institutions scrambled to adopt platforms like Moodle, Blackboard Learn, Google Classroom, and others to maintain continuity. Bongani Gamede and his team from the University of Zululand note that more than 100 such platforms operate in Africa, some customized by universities themselves to meet local needs. Yet, despite the broad availability of these systems, their effective use hinges on access to technology and crucially, on users—both lecturers and students—having the knowledge and skills to navigate these tools confidently.
Melvin Govender, country manager for Anthology in South Africa, echoes this sentiment. Anthology’s collaboration with UNESCO to train over 12,000 educators in North Africa and the Caribbean underscores a vital truth: infrastructure alone is insufficient. Without empowering educators with digital literacy and pedagogical skills tailored for online environments, the potential of LMSs remains largely untapped. Regular community meetings for course facilitators foster valuable peer learning and problem-solving, showing that building networks is as important as building systems.
The story from Nigeria’s University of Ibadan offers a vivid illustration of the challenges and triumphs faced by African institutions. Before COVID-19, the university maintained an e-learning program mainly for distance learners, with little engagement from traditional students. When the pandemic struck, many faculty and students were ill-prepared to transition to online modes. In this crisis, quick adaptations like sharing materials via mobile phones and rudimentary online assessments became the emergency response. Lecturer Ndidi Ofole benefited from specialized training in online facilitation and course design, enabling her to create more interactive, learner-centered courses using Moodle. Her experience contrasts sharply with colleagues unfamiliar with the platform’s interactive features like wikis and discussion forums. This gap in digital competence reveals a broader issue: resistance to new methods often stems from unfamiliarity rather than unwillingness.
In Kenya, at Aga Khan University, the pandemic accelerated conversations about the quality of online education. Vice Provost Tashmin Khamis highlights that early uses of LMSs often reduced these platforms to simple repositories of uploaded materials, missing the opportunity for engagement and interaction. However, students began demanding more dynamic learning experiences that involved both their peers and instructors. This pushed educators to rethink course design, incorporating flipped classrooms, quizzes, and discussion forums that encourage asynchronous interaction. The result is a richer learning environment where students can engage deeply at their own pace, fostering both independence and community.
However, enhancing online education quality is not just about tools and techniques—it requires comprehensive support for educators. Khamis points out a significant disparity between universities in the Global North, which have teams of instructional designers and educational technologists, and many African institutions, where such expertise is scarce. These specialists help faculty craft inclusive and innovative online courses that cater to diverse learner needs. Without this support, many lecturers face the daunting task of mastering both content and delivery technology, often leading to burnout.
Equally important is ensuring equitable access to LMS platforms for students. Globally, and especially in developing countries, lack of reliable internet access and suitable devices remains a formidable barrier. UNESCO and Anthology’s survey reveals that more than half of African students and faculty report technology access as a major challenge. This digital divide risks deepening educational inequalities unless addressed through targeted investments and inclusive design.
Accessibility also encompasses the diverse needs of students with disabilities. Govender emphasizes that LMSs must support features such as screen readers, audio conversion of presentations, color adjustments, and electronic Braille to accommodate visually impaired learners. These adaptations ensure that no student is left behind, fostering an inclusive academic community.
Looking forward, LMS providers like Anthology are developing sophisticated data analytics tools to track student progress throughout courses. By collecting and analyzing engagement data, educators can intervene early when students struggle, personalizing support to enhance learning outcomes. This proactive approach transforms LMSs from passive repositories into dynamic learning ecosystems.
As face-to-face teaching gradually resumes, the hybrid model—combining online and in-person instruction—is gaining traction. Anthology’s focus on course engagement tools reflects this trend, supporting institutions in creating flexible learning environments that cater to varied student preferences and circumstances.
Despite these advances, challenges remain. Faculty motivation and mental wellness, workload management, and continuous professional development are critical issues that require attention. Regular training sessions help educators keep pace with evolving technologies and pedagogies, fostering enthusiasm and confidence in online teaching.
Ultimately, the journey toward high-quality blended learning in African universities is a collective effort. It requires investment not only in infrastructure but also in human capacity, inclusive practices, and responsive design. When students like Ndidi Ofole can access well-designed, interactive courses supported by trained educators and inclusive technology, the promise of edtech becomes a lived reality, enabling transformative educational experiences that resonate beyond the classroom walls. 🌍📚💻