Innovative teaching in higher learning post the Covid-19 pandemic Lessons from and for Botswana

Abstract

During the pandemic, learners questioned whether learning would ever return to normal. The pandemic accelerated online/blended learning and opened opportunities for innovation in education. Online education has several advantages such as easier access to information, flexibility, real-time global reach, efficiency, equity, innovation and continuity of life. This paper assesses the potential for a sustainable service model to foster innovative teaching and e-learning in Botswana after the pandemic. The holistic model for online/blended learning proposed in 2017 by Palvia and colleagues was adopted, as it is technologically, economically, and operationally sustainable. The paper explains the historical background to the study, and the ICT capacity, the status of the national e-education policy, and the challenges and prospects in this sector. A course at the University of Botswana, namely Forensic Criminology (CJS327), is used as a case study.