E-learning and Emergency conditions: Issues, opportunities and Challenges for Botswana Higher Education Institutions

Abstract Purpose - E-learning and teaching became more common as a method of imparting knowledge to a wide range of learners following the outbreak of the global pandemic SARS-CoV-2. However, e-learning and teaching have received considerable attention in recent years. While the extant scholarship literature has focused on the efficacy of e-learning and teaching in countries in the Global North, there is still no comprehensive knowledge or assessment to gain insights into the preparedness of a HEIs to handle emergencies and adapt to future conditions effectively. As a result, this study assesses HEIs' preparedness to handle emergencies like COVID-19, opportunities and challenges of adopting e-learning and teaching in HEIs from the perspective of the heads of departments and lecturers of selected institutions in Botswana. Design/methodology/approach - A qualitative research approach and in-depth interviews were used to gain insights from 5 HODs and 5 lecturers. The qualitative data collected were analysed via thematic analysis to determine the research findings (outcomes) of the study. Findings - HoDs and lecturers appreciate the merits of using e-learning facilities and perceive the method to be more effective and economical for lesson delivery and student learning. In contrast, common challenges encountered by both HEIs and students include a lack of technological resources, poor internet coverage, inadequate staff training and a lack of management support. Originality/value - This article provides novel insights into the efficacy and preparedness of HIEs in the use of e-learning and teaching during future serious pandemics. This article has both theoretical, research and policy implications for the adoption of e-learning agendas in HEIs.