Insight into online teaching behaviour of lecturers in Zimbabwean universities during the COVID-19 era and beyond: issues and challenges

Rudhumbu, Norman; Parawira, Wilson; Bhukuvhani, Crispen; Nezandoyi, Jacob; Majoni, Cuthbert; Félix, Christine; Zvokuomba, Kwashirai; Chingwanangwana, Bernard

doi:10.1108/ijilt-07-2021-0104

Cited by 8 publications

(14 citation statements)

References 49 publications

(64 reference statements)

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“…Lastly, (Rudhumbu et al, 2021) examined 'Online Teaching Behaviours in Zimbabwean Universities during the COVID 19 era.' The findings proved that the majority of universities lack suitable ICT infrastructure, leadership support and training opportunities are minimal.…”

Section: Unified Theory Of Acceptance and Use Of Technology (Utaut)mentioning

confidence: 99%

“…The ICT regulations regarding online education are unclear (Rudhumbu et al, 2021). Apart from that, it was shown that most university lecturers adopted the lecturer-centred teaching styles, which has an impact on students' active participation in online learning.…”

Section: Unified Theory Of Acceptance and Use Of Technology (Utaut)mentioning

confidence: 99%

“…Apart from that, it was shown that most university lecturers adopted the lecturer-centred teaching styles, which has an impact on students' active participation in online learning. (Rudhumbu et al, 2021).…”

Section: Unified Theory Of Acceptance and Use Of Technology (Utaut)mentioning

confidence: 99%

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Education, ICT, Teleconferencing, Networking and E-Learning

Mateko

Chingwanangwana

2023

DPS

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This paper seeks to examine Education, ICT, Teleconferencing, Networking And E-Learning with a specific focus on of Zimbabwe. The paper was based on qualitative research techniques. Challenges faced by women in their business in Zimbabwe were closure of business, exposure to rape, violence and robbery, financial losses, drop in their revenue, reduced remittances, reduced demand of goods and services, obstacles in logistics and shipping of products, challenges of acquiring raw materials, reduced worker productivity as well as technological challenges in the form of (limited e-banking and teleconferencing opportunities, huge data costs and lack of required technology. In terms of the effects of e-learning to women and girls in accessing education in Zimbabwe it was realised that, girls and women enjoyed benefits such as to exposure to online learning, reduced walking distances, exposure to educational opportunities such as scholarships. However, there were also adverse effects and these were limited access to online learning, lack of smartphones, lack of data, non- inclusive education, reduced long distance – learning via WhatsApp exposure to uncensored online material which exposed girls to online sexual predators. Policy recommendation wise, it was suggested that there is need for increased government funding towards ICT at all levels as well as prioritisation of all marginalised women.

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Section: Unified Theory Of Acceptance and Use Of Technology (Utaut)mentioning

confidence: 99%

Section: Unified Theory Of Acceptance and Use Of Technology (Utaut)mentioning

confidence: 99%

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Education, ICT, Teleconferencing, Networking and E-Learning

Mateko

Chingwanangwana

2023

DPS

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“…Globally universities implemented numerous digital innovations to migrate from face-to-face to online teaching [11]. Technologies that were commonly utilized were these among others: Moodle, Blackboard, Zoom, Google Classroom, Google Meet, Skype, Google Forms, Calendars, G-drive, Google Hangouts, Google Jam Boards, Drawings, YouTube Live, WhatsApp, Instagram, Twitter, Facebook Live and WebEx [12,13].…”

Section: Educational Innovationsmentioning

confidence: 99%

“…In Zimbabwe most of challenges that universities faced to conduct e-learning were poor ICT infrastructure, incapacitated users, lack of top management support to implement digital technologies, unstable and unreliable data bandwidth [11]. Similarly, In south Africa, university rural students were faced with erratic internet connectivity, short supply of electronic devices, Lack of internet accessibility infrastructure, user computer skills and expensive data bundles [8].…”

Section: E-learning Challenges Faced By South African and Zimbabwean ...mentioning

confidence: 99%

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Mutanho¹

2023

Higher Education - Reflections From the Field - Volume 2

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The study investigated educational innovations in universities in South Africa and Zimbabwe respectively using a desktop research design. Only peer reviewed journal articles were considered to solicit data on educational innovations and challenges that these institutions faced and examination management online. Thirty-five articles were originally obtained and were reduced to nineteen after filtering them to relevant themes linked to the topic under consideration. The results showed that most of the universities were not utilizing digital tools available to them, and the usage only accelerated during the COVID-19 pandemic. Internet infrastructure, user capability, data bundle cost, erratic power supply, personal electronic devices and home space were among the challenges that hindered smooth running of online teaching. Examinations were difficult to manage under the uncertain conditions. Universities have a lot of work to do to ensure that migration from face-to-face teaching to online platforms sufficiently, effectively, and efficiently take place.

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Online teaching effectiveness: Lessons from Indian universities during the Covid‐19 pandemic

2023

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This research aims to study the effectiveness of online teaching, from student and faculty perspectives, during the Covid‐19 Pandemic in higher education institutions across India. Using the Student's Evaluation of Online Teaching Effectiveness (SEOTE) scale, a survey was conducted among 1042 students in different Indian universities. The scale measured student faculty contact (SFC), cooperation among students (CAS), active learning (AL), prompt feedback (PF), time on task (TT), high expectations (HE), and diverse talents and ways of learning (DTWL). The research instrument also included three open‐ended questions. The quantitative data were analyzed using descriptive statistics and Human Development Index (HDI). The Online Teaching Effectiveness Index (OTEI) value was moderate at 0.62. Challenging aspects of online education were found to be access, learning experience, technology, resources, and infrastructure, the need for face‐to‐face interaction, and the health hazards of long screen time. The survey of 60 faculty members recorded online teaching to be sustainable, backed by institute support, flexible, and creates the possibility of peer learning. Lack of training resources, unsuitability of course design and practical courses for online mode, and the need for an overhaul of pedagogy were the challenges. Policymakers and digital companies should include infrastructural changes and investments at both the institutional and digital platforms level.

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Insight into online teaching behaviour of lecturers in Zimbabwean universities during the COVID-19 era and beyond: issues and challenges

Cited by 8 publications

References 49 publications

Education, ICT, Teleconferencing, Networking and E-Learning

Education, ICT, Teleconferencing, Networking and E-Learning

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Online teaching effectiveness: Lessons from Indian universities during the Covid‐19 pandemic

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