Addressing Distance Learning During and Beyond the COVID-19 Pandemic: Re-Imagining Ethical Issues and Requirements


  • Rufus O. Adebayo Durban University of Technology
  • Joseph Kolawole Abon Ohio University



Distance learning, COVID-19 pandemic, social distancing, educators


Distance learning (DL) means that students work online or students’ study online at home while the teacher assigns work and checks in digitally, or they lecture digitally. Distance learning has been regarded as a more flexible way of learning that requires accountability and good time management. On the other hand, the resurgence of the COVID-19 pandemic could contribute to the advantages associated with DL. This study discusses this from the perspective of institutional innovation, either as a potentially disruptive innovation or potential constructive innovation. The paper also re-imagines the conceptual and ethical considerations and the requirements associated with distance learning. It conceptualises further that ethics are a fundamental part of teaching pedagogy and, more importantly, DL, but the advent of COVID-19 poses further demands for educators and students in maintaining ethical principles. During the Covid-19 pandemic, DL was proposed alongside social distancing (SD) measures and served as a method of engaging students in a learning environment. Although, the physical distance also poses a difficulty in obtaining students' levels of understanding in terms of course content, thus, this study concludes that distance learning uncovers far more problems, such as the level of readiness (of stakeholders; teachers, students, government, and parents) in the process of transitioning to online teaching platforms, educational equity, and a lack of infrastructure or resources to facilitate online teaching as a result of Social Distancing (SD) emanated from the COVID-19 pandemic.


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How to Cite

Adebayo, R. O. . and Abon, J. K. . (2021) “Addressing Distance Learning During and Beyond the COVID-19 Pandemic: Re-Imagining Ethical Issues and Requirements ”, African Journal of Inter/Multidisciplinary Studies, pp. 64–73. doi: 10.51415/ajims.v3i1.975.