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Abstract

The importance of using new technologies for learner engagement throughout COVID-19 pandemic cannot be overemphasized. This study examined the challenges faced by adult learners with visual impairment, whose studies were significantly affected by the implementation of lockdown and social distancing, which caused them to stop learning in Eswatini. Using phenomenological design three adult learners with visual impairment were purposively chosen to participate. Adult learners responded to a semi-structured interview guide during the individual conversations. The data were analyzed using qualitative thematic analysis. Ethical considerations such as informed consent, confidentiality and anonymity were observed. The findings revealed the themes of social isolation, personal challenges, and lack of institutional assistance. The participants reported challenges of lack of devices, inadequate technology skills and their reliance on sighted adult learners and peers for assistance. Comprehensiveness has always been a challenge for adult learners with disabilities generally, but now the pandemic has escalated it.

Keywords

Adult learners visual impairment COVID-19 pandemic innovative technologies learner engagement phenomenological social capital

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Navigating Learning Challenges: Insights from Adult Learners with Visual Impairment During the COVID-19 Pandemic in Eswatini

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