Abstract:

Background:
The global impact of the COVID-19 pandemic on higher education has left no institution untouched, including the University of Namibia.

Aim:
This study aimed to delve into the experiences of students and lecturers as they navigated online learning and teaching, and the challenges they encountered in developing authentic assessments and providing timely feedback during and after the pandemic.

Method:
The research employed a qualitative approach, utilizing a single-case study design. Data collection involved semi-structured interviews with lecturers, focus group interviews, and narratives from students to gather comprehensive insights. The study focused on a sample of 24 students (third and fourth years) purposively selected from the Education, Nursing, and Economics departments. Additionally, six lecturers from these departments were included. Participants were grouped by department, and questions were provided in advance to facilitate confident group discussions.

Results:
The findings underscored the importance of training faculty in the effective use of online modalities and the development of lesson plans that reduce cognitive load while increasing interactions. Transitioning to online assessments posed challenges for both lecturers and students, as assignments and exams were conducted remotely. Lecturers struggled to assess the authenticity of student work, while students lacked proper guidance.

Conclusion:
To enhance the online learning experience, lecturers must employ effective andragogy methods. Simultaneously, the government should shoulder responsibility for improving existing online infrastructure and facilities. Community support, along with the involvement of parents and other stakeholders, is crucial for the success of online learning. Areas such as the utilization of digital tools, enhancing lecturers' andragogy skills, and optimizing learning time settings can be refined for an ideal implementation of online learning patterns.

Recommendation:
Higher education institutions should proactively prepare software programs that can be readily deployed in times of unforeseen crises. Modules that do not require physical presence should transition to online teaching formats to familiarize both lecturers and students with the system. Adequate provision of necessary equipment and training for online platforms is essential. Lecturers should prepare in advance and adapt various types of assessments for online delivery, while implementing online invigilation software to prevent plagiarism and cheating.

Keywords:

pandemic, experiences, teaching and learning, assessment.