Abstract

The study investigated stakeholders’ perception of multimedia technologies and online learning in early childhood care and education (ECCE) during the COVID-19 era. The study surveyed respondents from two African countries: Nigeria and Tunisia. The sample size for the study was 187 respondents, comprising 36 administrators, 120 teachers, and 31 parents. The study employed a mixed research design that involved the use of questionnaire and interview for data collection, which were analyzed descriptively. The findings of the study revealed that the stakeholders were positive about the use of multimedia in ECCE. Although the stakeholders were somewhat satisfied with the online learning provided to children during the COVID-19 era, majority of the Tunisian parents were not satisfied with the quality of internet services, teachers’ dedication to online teaching, and assessment of learning, among other things, during the pandemic era. Also, Nigerian administrators and teachers were not satisfied with the feedback provided by teachers on the children’s academic performance and the quality of teaching and learning materials provided for children during the pandemic, respectively. The topmost challenges identified with online learning during the pandemic included internet and electricity issues and inadequate computer technology. The study, therefore, recommends quality planning for effective implementation of multimedia-based online learning in ECCE in order to prepare schools for any future global challenges. There is an urgent need for adequate provision of ICT infrastructure in ECCE schools as well as regular training and retraining programs for teachers on courseware development and implementation in schools.