**5. The process and challenges of online learning among universities in Garowe**

In response to the Covid-19 outbreak the world has closed business and countries like Somalia have not been exceptional. The government and all higher education institutions adopted crisis intervention measures on implementation of blended learning approaches like online teaching and learning Hassan and Abdullahi [24]. Universities in Somalia encountered significant challenges and were therefore forced to adopt online learning as a measure of crisis management in response to closure of education institutions [23]. The adoption of online learning during the pandemic among universities in Garowe being a problem is premised on all challenges faced by institutions of education all over the world. In a survey research in Garowe with a main objective of exploring the process and challenges of implementing online learning during the Covid19 pandemic in higher education institutions of Garowe, findings indicate that it was not an easy process.

This book chapter therefore intended to document the key findings of this study having reviewed findings from other regions of the world. Implementing online learning during the covid19 pandemic lockdown among Universities in Garowe accruing from a mini survey carried out in May 2021 in comparison to previous studies and possible existing model or theories. The survey employed a qualitative design to analyse the data which was collected from students and lecturers. Interviews were conducted to a total of 12 subjects comprising of 8 students and 4 lecturers from two universities of University of East Africa and Puntland State University in Garowe Puntland state of Somalia.

With regard to prior knowledge on online learning, majority of the students knew about the existence of online learning but were not conversant with particulars of its application and the various platforms. However still the students also emphasised that they preferred physical classrooms. Al-Shalabi [20] and Shibly et al. [18] recommend virtual reality application whereby practical sessions are conducted to provide online learning training programmes for both lecturers and

#### *Adoption of Online Learning during the Covid19 Pandemic Lockdown by Universities in Garowe DOI: http://dx.doi.org/10.5772/intechopen.99941*

students. Given that Covid19 is here to stay, this is sustainability recommendation for educational institutions. Just like Hassan and Abdullahi [24] found that some instructors in Somalia institutions because of having low degree of content, failed to deliver online with the flexibility applications which weakened the process of teaching and learning.

Revelations also indicate that majority of the students would prefer physical classroom learning to online learning. The preference of classroom learning approach is mainly according the students responses due to the continuous interaction between students and lecturers during the lecture. Of course a few students preferred online learning arguing that there is limited disruptions during the lecture on addition to the fact that the spread of covid19 is controlled and that the approach is more flexible. Muhammad [19] concludes in his study that English as a Foreign Language learners in Taibah University Saudi Arabia are not satisfied with experience of online learning. This validates the findings above from the Somali study and therefore justifies the need for more future comprehensive studies on online learning with emphasis on the pedagogy and motivation.

Some subjects also revealed that there were several limitations to online learning and these included accessing resources, hard to adopt and adapt. Other subjects revealed that they found it interesting with numerous materials to refer to for purposes of self-study. Exams were conducted online but according to interview responses, student subjects revealed that exams were difficult because of the nature of online lectures which were not elaborate with limited question and answer sessions. These challenges were supplemented by the high cost of online learning, intermittent internet connection, limited skills of using online learning gadgets and equipment, limited focus and attention hence poor internalisation of content, limited student teacher interaction and sometimes problem of electricity. Jena [15] and Shibly et al. [18] in their studies have recommended that institutions should provide students with free internet connection and maybe gadgets like computers or tablets where possible. Lecturers also revealed that the adoption and adaptation of online learning was so abrupt since it was immediately after the lockdown. Universities according to the lecturers were caught unaware and it was a very difficult situation according to them. This is because most lecturers and students lacked prior skills and knowledge of the various online learning platforms.

Assessment and evaluation during online learning remains a key challenge. If learning outcomes shall be achieved to witness their intended goals especially if competencies and skills are part, then more research on assessment and evaluation processes of online learning is needed yesterday. Lecturers revealed that one of the challenges was assessment and evaluation. The teaching and learning process went on very well save for the examination process. The lecturers from the universities revealed that they resorted to case studies which were administered to students and they submitted after three days. Lecturer also revealed that student-lecturer interaction is limited during online learning, they missed the engagements in discussions, the question and answer which are all not easily realised during online learning.

Additionally the lecturers noted with concern that students were not conversant with the online learning platforms, gadgets since some of them even lacked the basic smart phones. This was further complicated with intermittent internet and sometimes electricity. It was compounded by the difficulty in adopting and adapting to the change and frequent student absenteeism. Lawrence and Fakuade [17] suggests that if students are to be committed when learning from home, parents should synergise with the online learning trend.

Among the solutions Proposed by the lecturers include procurement of online learning equipment, tools and soft wares if it is to be efficient and reliable. They

emphasised that lecturers and students should be adequately trained and equipped with skills of online learning plus educating and sensitising all concerned stakeholders like parents. One lecturer proposed that IT skills should be introduced at primary and secondary school level in Puntland and Somalia at large. Then it is also important that students are encouraged to practice use of online learning platforms like zoom, google meet, webex etc. to increase their acquaintance with the platforms [25, 26].
