Instructional Approaches Employed Under the COVID-19 Pandemic to Enhance Teaching and Learning in Developing Countries

Abstract

This chapter explores the instructional approaches employed during the COVID-19 pandemic to enhance wellness of both lecturers and students during the teaching and learning. During the pandemic lecturers had to devise instructional approaches which promoted and favored online learning. It is against this background that this study was conducted using a qualitative research approach to explore how the instructional approaches employed enhanced wellness of students and lecturers. The study is underpinned by an integrative theory of Hettler's wellness theory and Lev Vygotsky's cultural historical activity theory. Based on the findings in this study, it is safe to conclude that the COVID-19 affected the social, intellectual, and the emotional wellness of both students and lecturers. The findings of the study revealed that even though there were multiple risks and threats to lecturers and students' wellness, there are multiple factors that could help in enhancing remote learning such as getting feedback from students and implementing flexible teaching and assessment policies.