Student Perceptions of Covid-19 Induced E-Learning in State Universities In Zimbabwe (original) (raw)
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The Adoption of E-learning by Students in Zimbabwean Universities in the Wake of COVID-19
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COVID-19 effects have been felt in the education sector worldwide where schools, colleges, and universities were closed as a way to reduce the spread of the deadly pandemic and loss of lives. The Ministry of Higher and Tertiary Education. advocate that no child should be left behind during the COVID-19 era, therefore gave a directive for universities to use other alternative means of teaching and learning to continuously provide teaching and learning to students during the series of lockdown. An efficient eLearning system in universities is very important as an alternative to faceto-face teaching and learning in this COVID-19 era to have continuity in teaching and learning during the induced lockdowns. Success in online learning can be achieved by understanding the level of readiness of online learning environments. The main objective of the study was to evaluate the adoption of online learning by students in Zimbabwean universities. A descriptive online survey employing questionnai...
Effectiveness of Online Learning during the Covid-19 Pandemic: A Case of One University in Zimbabwe
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This study sought to investigate on effectiveness of online teaching and learning during the Covid-19 Pandemic: A Case of one university in Zimbabwe. The study adopted quantitative approach in which 202 students were given an online questionnaire to fill. Data was analyzed through graphs to indicate the perception of students on effectiveness and challenges involved in the online teaching and learning. The study concludes that the e-teaching and e-learning adopted to minimize negative impact of Covid-19 Pandemic were not effective. High number of students (63% and 14%) reported that the whole process was frustrating as they could not learn effectively. Furthermore, students revealed that their failure was due to various challenges including inefficient strategies used by lecturers and difficulties to stablish and maintain relevant and fruitful interaction between lecturers and students. The learning process was monotonous. Lecturers could not convey adequate feedback and tests and a...
Online Teaching and Learning Under COVID-19 Pandemic; Perception of University Students in Ghana
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Due to the COVID-19 pandemic, universities in Ghana instituted drastic interventions to support large-scale online teaching and learning. This study, therefore, examines student's participation, level of satisfaction, and related challenges in teaching and learning delivery during the Coronavirus pandemic. The study also selects significant predictors of student's e-learning perceptions. Data was collected via an online structured survey based on students from the Kumasi Technical University. In all 2000 complete responses were received and formed the basis for our analysis. The study results reveal that 197 (9.85% of the sample) were unable to fully participate due to challenges such as lack of access devices, unreliable internet connectivity, and inability to afford the cost of internet data. It is again clear from the results that about 90.1% of students are not satisfied with e-learning and its associated challenges. From the positive perception model, students held the view that e-learning technology in the COVID-19 era is positive regardless of the challenges. On the other hand, level 300 students, and Moodle VClass platform users express a high negative perception over the use of e-learning technology. It is clear from this study that further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning and shapes the perception and acceptance of students. University managers and the Education Ministry should formulate post-COVID-19 strategies to promote e-learning in a developing country like Ghana.
This study sought to assess the level of preparedness of lecturers and students in higher education institutions on the use of online and other innovative educational technologies in teaching and learning in the post-COVID-19 pandemic era. Preparedness for this study focused on both structural and psychological preparedness. The outbreak of the COVID-19 pandemic in 2020 led to the adoption of online and other innovative educational technologies for teaching and learning as institutions tried to minimize direct contact with students. The use of online learning in Zimbabwe was, however, not wildly institutionalised in most universities. The study employed the constructivist paradigm, qualitative approach and a phenomenology design. The study was underpinned by the Technology Acceptance Model as propounded by Davis (1989). Three universities in western Zimbabwe were involved in the study. The sample comprised thirty university students and nine university lecturers who were purposively selected. The participants responded to open-ended questionnaires via WhatsApp. All ethical issues, particularly informed consent, the right to anonymity and confidentiality, were guaranteed. The results of the study revealed that lecturers and students' level of preparedness to use online technologies in the post-COVID-19 era was low, although they had positive views about the perceived usefulness of online technologies. It was also revealed that most lecturers did not possess the skills required for online teaching and, therefore, experienced demotivation. Challenges of lack of proper technological gadgets such as computers and laptops/smart phones, WIFI and reliable internet connectivity, were reported in the universities studied. The study recommends the following: that more workshops be done for both lecturers and students on how to effectively use online platforms for teaching and learning; that universities should use a hybrid of teaching methods which consist predominantly of online teaching pedagogies and a bit of traditional face-to-face lectures to ensure a smooth transition to online teaching; and that more studies be carried out to assess the level of preparedness on the use of online technologies in other educational institutions of Zimbabwe and using different groups of participants.
European Journal of Education Studies, 2020
The study examined students’ perceptions on the impact of online learning in the COVID-19 pandemic. A descriptive survey design was used. The study was conducted on level 100 student-teachers in three colleges of education (Accra, E. P. Amedzofe, and Peki), affiliated to the University of Ghana with a total population of 802. The calculated sample size was 325 on 4.2% margin of error with 95% confident level. A self-designed survey questionnaire, containing the background information, and five scaled Likert-type questions grouped on the variables of: home factors; teaching-learning and supports; and impacts of the online learning on students. The instrument was pilot tested on 50 student-teachers and later administered to the participants. The Cronbach alpha reliability check on instruments was 0.75 indicating the consistent reliability of the instrument. In all, 335 participants responded to the questionnaire. Descriptive data analysis was carried on with the Jamovi Statistical Dat...
Impact of E-Learning on Higher Education during Covid-19 Pandemic
AKB Publication, 2020
Introduction: In today's scenario learning has stepped into the digital world, in which teaching professionals and students are virtually connected. E-learning is quite simple to understand and implement. The use of a desktop, laptop, or smart phones and the internet forms a major component of this learning methodology. e-learning provides rapid growth and proved to be the best in all sectors, especially in education during this lockdown. Purpose: This study aims to assess the impact of E-learning on higher education during Covid-19 pandemic among students and teachers. Methods: An online survey was conducted to collect the data. Teachers and students were selected from different colleges who were conducting online classes during the Covid-19 pandemic. Result: The study found that, a total number of responses are 396 out of which 89.9% students are of Bachelor's Degree and 10.1% teachers of Bachelor's Degree responded to it. Out of 396 responses 249 of the respondents pointed out that online class facility is sufficient to grasp the subject well and 147 of the respondents disagree to it. 74.2% respondents are of the opinion that e-learning is useful for higher education and 25.8% of respondent are disagree for it. Conclusion: The study concludes that e-learning can provide a personal learning experience and is useful for higher education. E-learning helps the users in finding their information easily and there by improve the quality of learning.
University e Learning During Covid 19 Pandemic Perceived by Teachers and Students
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Algerian Higher education knew a transition to online courses caused by COVID-19 spread. Without prior familiarity with this type of education, such a transition may negatively impact the teaching/learning process. This study analyzes teachers' and students' perspectives about online education and suggests implications for its improvement. Therefore, an online survey and Likert scale questionnaire were administered to university teachers and students, respectively. Results revealed that university e-learning suffers from basic issues, including a shortage of internet and communication technologies. Among study proposing, we find that online education should be gradually blended alongside conventional education considering some important factors such as affordability and accessibility of information and communication technologies as well as training teachers and students to use learning platforms like Moodle.
E-Learning: Teaching Effectiveness to Conventional Teaching in Undergraduates amid COVID-19 Pandemic
OALib, 2021
With the spread of the COVID-19, many educational institutions have shifted from face-to-face classes to online learning modalities, and this immediate shift has challenged both teachers and students. The adaptation of e-learning was a way to cope and ensure the continuation of many undergraduate students' teaching and learning processes. The study aimed to rank the effectiveness and satisfaction of the students in their experience with e-learning and compare the satisfaction between online instruction and modular instruction. A total of 412 students participated in the study and utilized a survey questionnaire that assessed the effectiveness of instruction and measured the satisfaction of the students learning experience. The result of the study shows that e-learning is just as effective as face-to-face classes and learners are neither satisfied nor dissatisfied with their learning experience. Furthermore, students who opted for online classes are more satisfied with their learning experience than learners who opted for modular instruction.
Perceptions towards E-learning in Times of COVID-19 Lockdown Phase in the Tertiary Education
Journal of Research in Curriculum Instruction, 2020
C OVID-19 pandemic had a huge effect on people's lives and lifestyles all over the world since its first spread in China between late 2019 and early 2020. The educational systems in all countries were among the first concerns that had to be dealt with to complete the academic year for students. The only and rapid solution was the use of e-learning. Thus, The advent of online learning (e-learning) has also encouraged the widespread acceptance of learner-centric education and other improvements in education practices. The present study aimed at exploring the perceptions of students and teachers on the use of e-learning during the COVID-19 lockdown phase. Participants represented samples of the students from various Egyptian private and governmental universities that depended on e-learning in completing the courses and evaluating students. Many challenges and difficulties faced different universities as it was the first time for some of them to depend on e-learning completely. In...
Influence of Covid 19 on E-Learning in University Of Nairobi, Kenya
IOSR, 2021
The study investigated the influence of covid 19 on e-learning in University of Nairobi, Kenya. The paper is based on the following objectives:To determine the influence of student factor, to examine the influence of instructor factor on e-learning. The study was based on Davies Bogozzi and Warshaw intergrated model called Technological Acceptance Model (TAM) theory(Davis, Bogozzi and Warshaw, 1989) to measure the influence of its main latent factors on user acceptance of e-learning system in the University. Materials and Methods: The study targeted 40 lecturers, 1500 students and 40 ICT officials. a sample of 20% was used on both lecturers, students and ICT officials.8 lecturers, 300 students and 8ICT officers were sampled Questionnaires and were used to collect data. Findings: The findings show the null hypothesis which states that there is no significant relationship between student factor and e-learning would be accepted if p<0.05.The null hypothesis was therefore rejected. The findings show the null hypothesis which states that there is no significant relationship between instructor factor and e-learning would be accepted if p<0.05.The null hypothesis was therefore rejected. Conclusion: Both students and instructors are key in the success of e-learning in the University, training is a major contributor in the implementation of e-learning during the Covid Pandemic, students have not holistically embraced e-learning because they feel they are being detached from other key factors like social ineteraction, the University is a major determinant in terms of financial and academic integration of e-learning and ICT officers are key determinants in ensuring both the lecturer and student are able to use e-learning with ease.