Covid-19 and the virtual classroom conundrum in Zimbabwean universities
Whilst the virtual classroom has become the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting-lacking responsive information communication technology (ICT) infrastructures and techno-savvy human...
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| Language: | English |
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University of Natal Department of Education
2022
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| Online Access: | http://dx.doi.org/10.17159/2520-9868/i86a06 http://hdl.handle.net/11408/5070 |
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| author | Muchabaiwa, Wonder Reniko, Gondo |
| author_facet | Muchabaiwa, Wonder Reniko, Gondo |
| author_sort | Muchabaiwa, Wonder |
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| description | Whilst the virtual classroom has become the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting-lacking responsive information communication technology (ICT) infrastructures and techno-savvy human capital. This exploratory study employed in-depth telephone interviews with five purposively sampled deans, lecturers, and disadvantaged students-one each from each of five universities (three state, and two private). Forty more students for five focus group discussions were selected through stratified random sampling. Our study adopted a qualitative approach to collect, present, and analyse data. The key finding was that Covid-19 has certainly amplified the digital divide and preexisting inequalities in institutions of higher education, particularly in developing nations like Zimbabwe. Further, the study revealed that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion because some students living in poverty struggle to access the e-learning resource materials. In Zimbabwe, the situation has become dire and complicated because of the economic meltdown prevailing in the country. Universities as service institutions are thus encouraged to invest heavily in ICT infrastructure, and the government to subsidise the cost of internet bandwidth and data bundles to enable students to access the e-learning materials. |
| format | Article |
| id | ir-11408-5070 |
| institution | My University |
| language | English |
| publishDate | 2022 |
| publisher | University of Natal Department of Education |
| record_format | dspace |
| spelling | ir-11408-50702022-08-05T08:03:17Z Covid-19 and the virtual classroom conundrum in Zimbabwean universities Muchabaiwa, Wonder Reniko, Gondo Covid-19 virtual classroom social distancing techno-based pedagogy digital divide Whilst the virtual classroom has become the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting-lacking responsive information communication technology (ICT) infrastructures and techno-savvy human capital. This exploratory study employed in-depth telephone interviews with five purposively sampled deans, lecturers, and disadvantaged students-one each from each of five universities (three state, and two private). Forty more students for five focus group discussions were selected through stratified random sampling. Our study adopted a qualitative approach to collect, present, and analyse data. The key finding was that Covid-19 has certainly amplified the digital divide and preexisting inequalities in institutions of higher education, particularly in developing nations like Zimbabwe. Further, the study revealed that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion because some students living in poverty struggle to access the e-learning resource materials. In Zimbabwe, the situation has become dire and complicated because of the economic meltdown prevailing in the country. Universities as service institutions are thus encouraged to invest heavily in ICT infrastructure, and the government to subsidise the cost of internet bandwidth and data bundles to enable students to access the e-learning materials. 2022-08-05T08:03:17Z 2022-08-05T08:03:17Z 2022 Article 0259-479X 2520-9868 http://dx.doi.org/10.17159/2520-9868/i86a06 http://hdl.handle.net/11408/5070 en Journal of Education (University of KwaZulu-Natal);No 86 open University of Natal Department of Education |
| spellingShingle | Covid-19 virtual classroom social distancing techno-based pedagogy digital divide Muchabaiwa, Wonder Reniko, Gondo Covid-19 and the virtual classroom conundrum in Zimbabwean universities |
| title | Covid-19 and the virtual classroom conundrum in Zimbabwean universities |
| title_full | Covid-19 and the virtual classroom conundrum in Zimbabwean universities |
| title_fullStr | Covid-19 and the virtual classroom conundrum in Zimbabwean universities |
| title_full_unstemmed | Covid-19 and the virtual classroom conundrum in Zimbabwean universities |
| title_short | Covid-19 and the virtual classroom conundrum in Zimbabwean universities |
| title_sort | covid-19 and the virtual classroom conundrum in zimbabwean universities |
| topic | Covid-19 virtual classroom social distancing techno-based pedagogy digital divide |
| url | http://dx.doi.org/10.17159/2520-9868/i86a06 http://hdl.handle.net/11408/5070 |
| work_keys_str_mv | AT muchabaiwawonder covid19andthevirtualclassroomconundruminzimbabweanuniversities AT renikogondo covid19andthevirtualclassroomconundruminzimbabweanuniversities |