Exploring the Landscape of Online Coding Education in Africa: A Literature Review

The rising demand for digital skills in Africa, coupled with the global shift towards online learning accelerated by the COVID-19 pandemic, has led to a significant increase in the prevalence of online programming education across the continent. This paper investigates the current state of online programming education in Africa through a qualitative literature review. Analysis of eleven papers from various African countries reveals four major trends: emphasis on blended learning, development of policy frameworks for online and blended learning, innovative tools to enhance teaching and learning of computer programming, and initiatives promoting programming in non-formal settings. Additionally, the paper discusses the importance of course design, management of technological infrastructure challenges, and the need for cultural sensitivity in pedagogy. Future research aims to explore informal online coding experiences among learners in Africa since most articles in this review focused on formal university settings.