Description
In the last one and a half decade, there has been a practice on remote teaching and learning especially with science and engineering education across the world. However, this practice was well embraced by developed countries with resources and technology. Developing countries have since been trying to adopt to this practice even with limited technological advancement. In the wake of the Covid 19 pandemic, things changed dramatically especially with the abrupt shutting of schools, colleges and universities and this generated panic over the twist of events in the education sectors. Teaching and learning was shifted from physical to online, from classroom to home and from face-to-face to video, in the efforts to restrain the spread of Corona virus. This came with quite some challenges as well as benefits. In the developing world where digital technology had not been fully embraced, there were difficulties and uncertainties in adjusting to remote learning especially in science subjects. Tutors and learners were not prepared for remote learning. In Kenya for instance, there had been no structured system for remote leaning for both science and non-science subjects, except for the development that was on course for the Science, Technology, Engineering and Mathematical related (STEM) subjects. There were policies and guidelines on remote teaching in institutions of learning at the onset of Civd-19. Therefore, urgent measures were undertaken by the Ministry of Education to incorporate the media and digital platforms in online platforms through the Kenya Institute of Curriculum Development. But still, there were challenges which were encountered in as much as there were some benefits. Therefore, this research review focuses on the opportunities and challenges faced in embracing remote learning while adapting to the new normal in the wake of Covid 19 pandemic.
Key Words: Remote Learning, Post-pandemic World, Kenyan Secondary Schools.
