The introduction of virtual learning advanced benefits such as lowered costs of education, greater
flexibility, easy access and reduced need for physical infrastructure in economically viable nations. On the
contrary, many economically challenged nations in the Global South experienced risks and challenges
when virtual learning became the only way of learning. This study investigated challenges faced by the
Zimbabwe education sector in integrating effective virtual learning practice into the secondary school
system following the advent of Covid-19. Harare Metropolitan province was chosen as site for the study. A
triangulation of research methods including an online survey and key informant interviews conducted with
curriculum specialists, teachers, parents and learners, and a review of available literature, aided the
collection of primary and secondary data for the study. NVIVO and grounded theory were used to analyse
and organise the compiled data into thematic data sets, which were in turn used to theorize befitting
findings for the study. Study findings established an array of challenges which reinforced each other to
hinder effective learning during the lockdown. Substantial academic and policy research has focused on
health specific impacts of Covid-19, while a few studies that have explored the effect of Covid-19 on
education have not zeroed in on the context specific geopolitical risks of the pandemic on countries with
challenged economies. This study sought to contribute to this knowledge gap. The study proffered
recommendations for improving preparedness for virtual learning in secondary schools during crisis times.
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process.
USING VOICE RECOGNITION IN E-LEARNING SYSTEM TO REDUCE EDUCATIONAL INEQUALITY...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software
it makes educational process more convenient for both the students and the teachers. There is a description
of an application “Academic phrase bank" developed by author. The application consists of two specialising
actions for Google assistant. The application allows to increase academic vocabulary, train of creating
grammatically correct academic expressions, and memorize templates of academic phrases. In active mode,
this application helps to create correct phrases of academic English and improve the abilities of
understanding English speech
Using Voice Recognition in E-Learning System to Reduce Educational Inequality...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do with the frustration of students for whom traditional education has been replaced by the online format. Students are experiencing technical difficulties in the digitalization of education. International monitoring of education systems has shown that quite a few countries were ready to move to distance learning, both for technical and economic reasons. The covid pandemic has caused an increase in educational inequality. E learning systems were expected to reduce inequality in education, but empirical research has shown that learning in this format not only does not reduce, but can increase inequality, increasing the gap in educational outcomes between students with different socioeconomic status. The article describes applications of using voice recognition technology based on artificial intelligence which, by our opinion, may reduce educational inequality during covid-19. We presented a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.
Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on
teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation
method was mixed and captured data from key participants/stakeholders in education using CAPI
Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were
conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative
Software. The data on online teaching and learning from Barbados was selected for further review and
presented an opportunity to assess the Barbadian experience against other developing and developed
countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were
generally dissatisfied with the online and blended learning modalities citing challenges relating to the
equality and equity in access to devices and the enabling environment that facilities effective online
teaching and learning.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
Capstone in Interprofessional Informatic // IMPACT OF COVID 19 ON EDUCATIONLakpaYanziSherpa
In my capstone project, I investigated the impact of COVID-19 on education. Using data analysis and statistical methods, I explored various aspects such as enrollment trends, access to resources, and socioeconomic disparities. I found a significant association between children missing classes and a lack of internet connection at home, as well as between household financial situations and children's enrollment in school. These findings highlight the importance of addressing disparities in internet access, household finances, and geographical location to ensure equal educational opportunities for all students during and beyond the pandemic.
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process.
USING VOICE RECOGNITION IN E-LEARNING SYSTEM TO REDUCE EDUCATIONAL INEQUALITY...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software
it makes educational process more convenient for both the students and the teachers. There is a description
of an application “Academic phrase bank" developed by author. The application consists of two specialising
actions for Google assistant. The application allows to increase academic vocabulary, train of creating
grammatically correct academic expressions, and memorize templates of academic phrases. In active mode,
this application helps to create correct phrases of academic English and improve the abilities of
understanding English speech
Using Voice Recognition in E-Learning System to Reduce Educational Inequality...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do with the frustration of students for whom traditional education has been replaced by the online format. Students are experiencing technical difficulties in the digitalization of education. International monitoring of education systems has shown that quite a few countries were ready to move to distance learning, both for technical and economic reasons. The covid pandemic has caused an increase in educational inequality. E learning systems were expected to reduce inequality in education, but empirical research has shown that learning in this format not only does not reduce, but can increase inequality, increasing the gap in educational outcomes between students with different socioeconomic status. The article describes applications of using voice recognition technology based on artificial intelligence which, by our opinion, may reduce educational inequality during covid-19. We presented a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.
Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on
teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation
method was mixed and captured data from key participants/stakeholders in education using CAPI
Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were
conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative
Software. The data on online teaching and learning from Barbados was selected for further review and
presented an opportunity to assess the Barbadian experience against other developing and developed
countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were
generally dissatisfied with the online and blended learning modalities citing challenges relating to the
equality and equity in access to devices and the enabling environment that facilities effective online
teaching and learning.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
Capstone in Interprofessional Informatic // IMPACT OF COVID 19 ON EDUCATIONLakpaYanziSherpa
In my capstone project, I investigated the impact of COVID-19 on education. Using data analysis and statistical methods, I explored various aspects such as enrollment trends, access to resources, and socioeconomic disparities. I found a significant association between children missing classes and a lack of internet connection at home, as well as between household financial situations and children's enrollment in school. These findings highlight the importance of addressing disparities in internet access, household finances, and geographical location to ensure equal educational opportunities for all students during and beyond the pandemic.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
Computer Based Training and Leaning under the Influence of the COVID 19 Pande...ijtsrd
The article investigates computer based training during the COVID 19 pandemic in South Africa's Institutions of Higher Learning, as well as assess the feasibility of Computer Based Learning in the post COVID era. The data was gathered through the use of desk top research by looking at how various South African university institutions have made CBT an important learning and teaching tool when it comes to copying with the politics that came about with lockdowns such as the closure of schools as a way to manage the spread of the pandemic. The study reveals that, the emergent appearance of the COVID 19 pandemic in South Africa, saw an increased usage of computers and mobile phones as an alternative learning tool which could eventually replace face to face learning. It is however revealed that, the success of computer based training and learning heavily relies on efficiency and reliability of computer infrastructure, reliable internet connectivity as well as knowledge of computer technology by instructors and learners. The research is however, limited to the confines and experiences of South African educators and learners and concludes by giving recommendations on how these challenges can be solved. Nana Owusu Atta Yeboah | Sun Yuan | Liu Xuan "Computer-Based Training and Leaning under the Influence of the COVID-19 Pandemic: A Case of South African Institutions of Higher Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47689.pdf Paper URL : https://www.ijtsrd.com/home-science/education/47689/computerbased-training-and-leaning-under-the-influence-of-the-covid19-pandemic-a-case-of-south-african-institutions-of-higher-learning/nana-owusu-atta-yeboah
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Due to the lockdown caused by COVID 19, education is moving fully online. COVID 19 has become a catalyst for educational institutions worldwide to search for innovative solutions to how students are educated around the world, embracing the”learning anywhere,anytime.
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Stu...Dr. Amarjeet Singh
This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.
92INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INEQUITIES: A COMPARATIVE LI...ijejournal
Globally, the potential of ICT has resulted in mass deployment, transforming the educational landscape in accordance with 21st-century demands. The diffusion of ICT within education has shown tremendous benefits, positively impacting students and teachers in learning, instruction, engagement, and assessment (Fu, 2013). However, the widespread application of technology to address education access and quality has not been universally adopted for various reasons, resulting in the exclusion of critical segments of the world's population. As a result of the current technology inequities, the current literature review focuses on access to and use of ICT within education. More specifically, it seeks to explore: What does the comparative and international research say regarding the factors that facilitate access to and use of ICT among underserved K-8 education populations in the United States and Liberia?
The Adoption of Online Teaching and Learning strategy in Tertiary Learning In...AJHSSR Journal
ABSTRACT:The teaching and learning process has been a big revolution since Corona Virus Disease 19
(COVID-19) has spread out to the world. This paper assessed adoption of Online Teaching and Learning in the
Midst of COVID-19 in Tertiary Learning Institutions in Tanzania. Specifically, the study examined readiness
level of students and teachers on the practices of online teaching and learning strategy during COVID-19 and
lock down; the attitude of students towards online teaching and learning; and online teaching and learning
facilities in Tertiary Learning Institutions in Tanzania. A case study research design was adopted while a sample
of 87 respondents was selected using judgemental sampling technique. Data was collected through a
questionnaire tool while descriptive statistics was used for data analysis. The findings revealed that57.5% of
students were ready to learn though online services. On other hand the findings revealed that college
management and staff were not ready to adopt online teaching and learning strategy. The reluctant of staffs
were caused by inadequate online learning resources, incapability of staff, and absence of policies and
guidelines issued by government on application of online teaching and learning programs. The study concludes
that although there was high degree of readiness of students and internet accessibility, the adoption of online
teaching and learning strategy was impossible due to inadequate facilities. Therefore, the study recommend to
the government to establish and issue the policies and guidelines about the application of online teaching and
learning technologies.
Key words: Online Teaching and Learning, Tertiary Learning Institutions, COVID-19, Online learning
facilities.
INTERNATIONAL HIGHER EDUCATION STUDENTS AND EDUCATORS PSYCHOLOGICAL EXPERIENC...ijejournal
The Coronavirus pandemic 2019 (COVID-19) is hastily spreading, bringing pressure and challenges to international students and educators in a higher education institution who were locked down on campus during the COVID-19 outbreak. We sought to explore psychological experiences of international higher education students and educators during the COVID-19 pandemic in Eswatini. A qualitative phenomenological design was adopted. Participants were 20 conveniently selected international higher education students and educators who were locked down on campus from March 20 to September 25, 2020. The interviews were conducted face to face. Data were thematically analysed. The study was informed by the ecological systems theory. The psychological experiences of international higher education students and educators during COVID-19 pandemic were categorized in to four themes. First negative emotions present in early stages involving discomfort, anxiety and helplessness caused by isolation, fear and concern for safety. Second self-coping strategies included psychological and life adjustments, social distancing, acceptance of wearing of masks, hand sanitizing and online/blended learning. Third we reported growth under the crisis which included affection for family members, peers and self-reflection. Finally, we reported that positive emotions occurred concurrently with negative emotions. During the COVID-19 crisis positive and negative emotions of international higher education students and educators intertwined and co-occurred. Self-coping strategies and psychological growth played a crucial role in maintaining mental health of the students and educators. The international students and educators in a higher education institution appeared to be thriving in coping with the COVID19 crisis and lockdown situation which enhanced their participation in online/blended learning.
Perception of technology education lecturers on school-based social distancin...SubmissionResearchpa
The study identified the perception of technology education lecturers on school-based social distancing practices for curbing the transmission of Corona Virus Disease (COVID-19) in Niger State, Nigeria. Two research questions were raised to guide the study and two hypotheses were formulated and tested at .5 level of significant. The research design used for this study was descriptive survey research design. The study was carried out in Niger State, Nigeria. The population of the study consisted of 52 technology education lecturers, 25 from Federal University of Technology, Minna and 27 from Niger State College of Education, Minna. Total population sampling technique was used to select the whole population of the study. The study utilized a structured questionnaire as instrument for data collection. Cronbach Alpha method was used to determine the reliability of the instrument and found to be .88 and .91 respectively. The study employed the use of mean to answer the research questions and z-test to test the null hypotheses. Findings revealed cancelling assembly, closing of playground, shortening school days per week: 3 days instead of 5, cancelling fieldtrips, cancelling afterschool activities, reducing school activity calendar, altering school schedules to prevent mixing and limiting access to visitors from outside the school environment were school-based social distancing practices for curbing the transmission of COVID-19 from technology education lecturers’ perception. The study recommended that, Nigerian Federal Ministry of Education should incorporate into the guidelines for school reopening the identified school-based social distancing practices for curbing the transmission of COVID-19. by Arah, A. S., Audu, R., Umar, I.Y. and Abdulkadir, M. 2020. Perception of technology education lecturers on school-based social distancing practices for curbing the transmission of corona virus disease in Niger state, Nigeria. International Journal on Integrated Education. 3, 7 (Aug. 2020), 146-151. DOI:https://doi.org/10.31149/ijie.v3i7.517. https://journals.researchparks.org/index.php/IJIE/article/view/517/494 https://journals.researchparks.org/index.php/IJIE/article/view/517
UNESCO Report: Dependence on Tech Caused ‘Staggering’ Education Inequality, U...Future Education Magazine
A new report from UNESCO, the educational and cultural arm of the UN, claims that the pandemic's overuse of remote learning technology contributed to "staggering" global education disparity. A 655-page report published by UNESCO on Wednesday calls it a global "ed-tech tragedy."
The COVID-19 pandemic has impacted changing the model of learning
activities. Teaching and learning activities that have usually been done faceto-face
have now turned into online learning. This study identified student
perspectives on online learning activities for Department of Civics
Education students at the Faculty of Teacher Training and Education at Halu
Oleo University, Indonesia during the COVID-19 pandemic. This study used
a survey method by distributing questionnaires in the form of Google Forms
to students, and a total of 227 students participated in this study. Our study
focused on online learning media, learning effectiveness, lecturers' abilities,
obstacles, and student recommendations regarding online learning during the
COVID-19 pandemic. Data analysis in this study was carried out
descriptively, presented in the form of frequency, percentage, and graph. The
study results found that the most effective online learning media felt by
students at the Department of Civics Education were Google Meet and
Zoom Cloud Meetings. Besides, the majority of students considered online
learning to be no more effective than face-to-face lectures. Lecturers need to
provide two-way learning materials through discussion as well as question
and answer. Furthermore, the main determining factors that cause online
learning to be ineffective are network constraints and internet quotas.
Therefore, students expected the lecturers to understand the network
constraints experienced by students during online learning and recommend
implementing learning activities for blended learning (combination of online
and offline) while still complying with the health protocols.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Covid 19 Pandemic and Educational Innovations and Development of Nigerian Ter...ijtsrd
Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze
Computer Based Training and Leaning under the Influence of the COVID 19 Pande...ijtsrd
The article investigates computer based training during the COVID 19 pandemic in South Africa's Institutions of Higher Learning, as well as assess the feasibility of Computer Based Learning in the post COVID era. The data was gathered through the use of desk top research by looking at how various South African university institutions have made CBT an important learning and teaching tool when it comes to copying with the politics that came about with lockdowns such as the closure of schools as a way to manage the spread of the pandemic. The study reveals that, the emergent appearance of the COVID 19 pandemic in South Africa, saw an increased usage of computers and mobile phones as an alternative learning tool which could eventually replace face to face learning. It is however revealed that, the success of computer based training and learning heavily relies on efficiency and reliability of computer infrastructure, reliable internet connectivity as well as knowledge of computer technology by instructors and learners. The research is however, limited to the confines and experiences of South African educators and learners and concludes by giving recommendations on how these challenges can be solved. Nana Owusu Atta Yeboah | Sun Yuan | Liu Xuan "Computer-Based Training and Leaning under the Influence of the COVID-19 Pandemic: A Case of South African Institutions of Higher Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47689.pdf Paper URL : https://www.ijtsrd.com/home-science/education/47689/computerbased-training-and-leaning-under-the-influence-of-the-covid19-pandemic-a-case-of-south-african-institutions-of-higher-learning/nana-owusu-atta-yeboah
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Due to the lockdown caused by COVID 19, education is moving fully online. COVID 19 has become a catalyst for educational institutions worldwide to search for innovative solutions to how students are educated around the world, embracing the”learning anywhere,anytime.
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Stu...Dr. Amarjeet Singh
This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.
92INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INEQUITIES: A COMPARATIVE LI...ijejournal
Globally, the potential of ICT has resulted in mass deployment, transforming the educational landscape in accordance with 21st-century demands. The diffusion of ICT within education has shown tremendous benefits, positively impacting students and teachers in learning, instruction, engagement, and assessment (Fu, 2013). However, the widespread application of technology to address education access and quality has not been universally adopted for various reasons, resulting in the exclusion of critical segments of the world's population. As a result of the current technology inequities, the current literature review focuses on access to and use of ICT within education. More specifically, it seeks to explore: What does the comparative and international research say regarding the factors that facilitate access to and use of ICT among underserved K-8 education populations in the United States and Liberia?
The Adoption of Online Teaching and Learning strategy in Tertiary Learning In...AJHSSR Journal
ABSTRACT:The teaching and learning process has been a big revolution since Corona Virus Disease 19
(COVID-19) has spread out to the world. This paper assessed adoption of Online Teaching and Learning in the
Midst of COVID-19 in Tertiary Learning Institutions in Tanzania. Specifically, the study examined readiness
level of students and teachers on the practices of online teaching and learning strategy during COVID-19 and
lock down; the attitude of students towards online teaching and learning; and online teaching and learning
facilities in Tertiary Learning Institutions in Tanzania. A case study research design was adopted while a sample
of 87 respondents was selected using judgemental sampling technique. Data was collected through a
questionnaire tool while descriptive statistics was used for data analysis. The findings revealed that57.5% of
students were ready to learn though online services. On other hand the findings revealed that college
management and staff were not ready to adopt online teaching and learning strategy. The reluctant of staffs
were caused by inadequate online learning resources, incapability of staff, and absence of policies and
guidelines issued by government on application of online teaching and learning programs. The study concludes
that although there was high degree of readiness of students and internet accessibility, the adoption of online
teaching and learning strategy was impossible due to inadequate facilities. Therefore, the study recommend to
the government to establish and issue the policies and guidelines about the application of online teaching and
learning technologies.
Key words: Online Teaching and Learning, Tertiary Learning Institutions, COVID-19, Online learning
facilities.
INTERNATIONAL HIGHER EDUCATION STUDENTS AND EDUCATORS PSYCHOLOGICAL EXPERIENC...ijejournal
The Coronavirus pandemic 2019 (COVID-19) is hastily spreading, bringing pressure and challenges to international students and educators in a higher education institution who were locked down on campus during the COVID-19 outbreak. We sought to explore psychological experiences of international higher education students and educators during the COVID-19 pandemic in Eswatini. A qualitative phenomenological design was adopted. Participants were 20 conveniently selected international higher education students and educators who were locked down on campus from March 20 to September 25, 2020. The interviews were conducted face to face. Data were thematically analysed. The study was informed by the ecological systems theory. The psychological experiences of international higher education students and educators during COVID-19 pandemic were categorized in to four themes. First negative emotions present in early stages involving discomfort, anxiety and helplessness caused by isolation, fear and concern for safety. Second self-coping strategies included psychological and life adjustments, social distancing, acceptance of wearing of masks, hand sanitizing and online/blended learning. Third we reported growth under the crisis which included affection for family members, peers and self-reflection. Finally, we reported that positive emotions occurred concurrently with negative emotions. During the COVID-19 crisis positive and negative emotions of international higher education students and educators intertwined and co-occurred. Self-coping strategies and psychological growth played a crucial role in maintaining mental health of the students and educators. The international students and educators in a higher education institution appeared to be thriving in coping with the COVID19 crisis and lockdown situation which enhanced their participation in online/blended learning.
Perception of technology education lecturers on school-based social distancin...SubmissionResearchpa
The study identified the perception of technology education lecturers on school-based social distancing practices for curbing the transmission of Corona Virus Disease (COVID-19) in Niger State, Nigeria. Two research questions were raised to guide the study and two hypotheses were formulated and tested at .5 level of significant. The research design used for this study was descriptive survey research design. The study was carried out in Niger State, Nigeria. The population of the study consisted of 52 technology education lecturers, 25 from Federal University of Technology, Minna and 27 from Niger State College of Education, Minna. Total population sampling technique was used to select the whole population of the study. The study utilized a structured questionnaire as instrument for data collection. Cronbach Alpha method was used to determine the reliability of the instrument and found to be .88 and .91 respectively. The study employed the use of mean to answer the research questions and z-test to test the null hypotheses. Findings revealed cancelling assembly, closing of playground, shortening school days per week: 3 days instead of 5, cancelling fieldtrips, cancelling afterschool activities, reducing school activity calendar, altering school schedules to prevent mixing and limiting access to visitors from outside the school environment were school-based social distancing practices for curbing the transmission of COVID-19 from technology education lecturers’ perception. The study recommended that, Nigerian Federal Ministry of Education should incorporate into the guidelines for school reopening the identified school-based social distancing practices for curbing the transmission of COVID-19. by Arah, A. S., Audu, R., Umar, I.Y. and Abdulkadir, M. 2020. Perception of technology education lecturers on school-based social distancing practices for curbing the transmission of corona virus disease in Niger state, Nigeria. International Journal on Integrated Education. 3, 7 (Aug. 2020), 146-151. DOI:https://doi.org/10.31149/ijie.v3i7.517. https://journals.researchparks.org/index.php/IJIE/article/view/517/494 https://journals.researchparks.org/index.php/IJIE/article/view/517
UNESCO Report: Dependence on Tech Caused ‘Staggering’ Education Inequality, U...Future Education Magazine
A new report from UNESCO, the educational and cultural arm of the UN, claims that the pandemic's overuse of remote learning technology contributed to "staggering" global education disparity. A 655-page report published by UNESCO on Wednesday calls it a global "ed-tech tragedy."
The COVID-19 pandemic has impacted changing the model of learning
activities. Teaching and learning activities that have usually been done faceto-face
have now turned into online learning. This study identified student
perspectives on online learning activities for Department of Civics
Education students at the Faculty of Teacher Training and Education at Halu
Oleo University, Indonesia during the COVID-19 pandemic. This study used
a survey method by distributing questionnaires in the form of Google Forms
to students, and a total of 227 students participated in this study. Our study
focused on online learning media, learning effectiveness, lecturers' abilities,
obstacles, and student recommendations regarding online learning during the
COVID-19 pandemic. Data analysis in this study was carried out
descriptively, presented in the form of frequency, percentage, and graph. The
study results found that the most effective online learning media felt by
students at the Department of Civics Education were Google Meet and
Zoom Cloud Meetings. Besides, the majority of students considered online
learning to be no more effective than face-to-face lectures. Lecturers need to
provide two-way learning materials through discussion as well as question
and answer. Furthermore, the main determining factors that cause online
learning to be ineffective are network constraints and internet quotas.
Therefore, students expected the lecturers to understand the network
constraints experienced by students during online learning and recommend
implementing learning activities for blended learning (combination of online
and offline) while still complying with the health protocols.
Similar to FROM PHYSICAL TO VIRTUAL LEARNING DURING COVID-19: CHALLENGES, OPPORTUNITIES AND LESSONS LEARNT (20)
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
Welcome to WIPAC Monthly the magazine brought to you by the LinkedIn Group Water Industry Process Automation & Control.
In this month's edition, along with this month's industry news to celebrate the 13 years since the group was created we have articles including
A case study of the used of Advanced Process Control at the Wastewater Treatment works at Lleida in Spain
A look back on an article on smart wastewater networks in order to see how the industry has measured up in the interim around the adoption of Digital Transformation in the Water Industry.
CFD Simulation of By-pass Flow in a HRSG module by R&R Consult.pptxR&R Consult
CFD analysis is incredibly effective at solving mysteries and improving the performance of complex systems!
Here's a great example: At a large natural gas-fired power plant, where they use waste heat to generate steam and energy, they were puzzled that their boiler wasn't producing as much steam as expected.
R&R and Tetra Engineering Group Inc. were asked to solve the issue with reduced steam production.
An inspection had shown that a significant amount of hot flue gas was bypassing the boiler tubes, where the heat was supposed to be transferred.
R&R Consult conducted a CFD analysis, which revealed that 6.3% of the flue gas was bypassing the boiler tubes without transferring heat. The analysis also showed that the flue gas was instead being directed along the sides of the boiler and between the modules that were supposed to capture the heat. This was the cause of the reduced performance.
Based on our results, Tetra Engineering installed covering plates to reduce the bypass flow. This improved the boiler's performance and increased electricity production.
It is always satisfying when we can help solve complex challenges like this. Do your systems also need a check-up or optimization? Give us a call!
Work done in cooperation with James Malloy and David Moelling from Tetra Engineering.
More examples of our work https://www.r-r-consult.dk/en/cases-en/
Hierarchical Digital Twin of a Naval Power SystemKerry Sado
A hierarchical digital twin of a Naval DC power system has been developed and experimentally verified. Similar to other state-of-the-art digital twins, this technology creates a digital replica of the physical system executed in real-time or faster, which can modify hardware controls. However, its advantage stems from distributing computational efforts by utilizing a hierarchical structure composed of lower-level digital twin blocks and a higher-level system digital twin. Each digital twin block is associated with a physical subsystem of the hardware and communicates with a singular system digital twin, which creates a system-level response. By extracting information from each level of the hierarchy, power system controls of the hardware were reconfigured autonomously. This hierarchical digital twin development offers several advantages over other digital twins, particularly in the field of naval power systems. The hierarchical structure allows for greater computational efficiency and scalability while the ability to autonomously reconfigure hardware controls offers increased flexibility and responsiveness. The hierarchical decomposition and models utilized were well aligned with the physical twin, as indicated by the maximum deviations between the developed digital twin hierarchy and the hardware.
Student information management system project report ii.pdfKamal Acharya
Our project explains about the student management. This project mainly explains the various actions related to student details. This project shows some ease in adding, editing and deleting the student details. It also provides a less time consuming process for viewing, adding, editing and deleting the marks of the students.
Overview of the fundamental roles in Hydropower generation and the components involved in wider Electrical Engineering.
This paper presents the design and construction of hydroelectric dams from the hydrologist’s survey of the valley before construction, all aspects and involved disciplines, fluid dynamics, structural engineering, generation and mains frequency regulation to the very transmission of power through the network in the United Kingdom.
Author: Robbie Edward Sayers
Collaborators and co editors: Charlie Sims and Connor Healey.
(C) 2024 Robbie E. Sayers
FROM PHYSICAL TO VIRTUAL LEARNING DURING COVID-19: CHALLENGES, OPPORTUNITIES AND LESSONS LEARNT
1. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.1, March 2023
DOI:10.5121/ijite.2023.12104 45
FROM PHYSICAL TO VIRTUAL LEARNING DURING
COVID-19: CHALLENGES, OPPORTUNITIES AND
LESSONS LEARNT
Dudziro Nhengu
College of business, peace, leadership and governance,
Africa University, Mutare, Zimbabwe
ABSTRACT
The introduction of virtual learning advanced benefits such as lowered costs of education, greater
flexibility, easy access and reduced need for physical infrastructure in economically viable nations. On the
contrary, many economically challenged nations in the Global South experienced risks and challenges
when virtual learning became the only way of learning. This study investigated challenges faced by the
Zimbabwe education sector in integrating effective virtual learning practice into the secondary school
system following the advent of Covid-19. Harare Metropolitan province was chosen as site for the study. A
triangulation of research methods including an online survey and key informant interviews conducted with
curriculum specialists, teachers, parents and learners, and a review of available literature, aided the
collection of primary and secondary data for the study. NVIVO and grounded theory were used to analyse
and organise the compiled data into thematic data sets, which were in turn used to theorize befitting
findings for the study. Study findings established an array of challenges which reinforced each other to
hinder effective learning during the lockdown. Substantial academic and policy research has focused on
health specific impacts of Covid-19, while a few studies that have explored the effect of Covid-19 on
education have not zeroed in on the context specific geopolitical risks of the pandemic on countries with
challenged economies. This study sought to contribute to this knowledge gap. The study proffered
recommendations for improving preparedness for virtual learning in secondary schools during crisis times.
KEYWORDS
Virtual, education tools, Covid-19, education, curricula & Zimbabwe
1. INTRODUCTION
Focusing on a case of the Harare Metropolitan province, this study sought to establish risks and
challenges faced by the Zimbabwe education sector in integrating effective virtual learning
practice into the secondary school system during the Covid-19 lockdown. The study answered the
following research questions: What was the role of education technologies in influencing the
continuity of secondary school education after the Covid-19 lockdown? What challenges did
teachers, learners and parents encounter while transforming from face-to-face to virtual learning?
Which ICT tools did secondary level learners utilise most to access virtual learning? The study is
presented thematically in five sections including the introduction and background, the literature
review, the methodology section, the results and findings and finally the conclusions and
recommendations.
The advent of the Corona Virus (Covid-19), whose first outbreak was experienced in China in
2019 created multiple challenges for global citizens, and one of them was how to adjust a system
of education anchored around physical schools and face-to face learning (OECD, 2020). As part
2. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.1, March 2023
46
of the measures to contain the spread of the virus, at least 188 countries, representing 91% of
enrolled global learners shut down schools (UNESCO, 2020). A transitional process
characterised by a creative deployment of institutions, learning and communication platforms that
were traditionally thought of as permanently physical to virtual ones was the only way through
which continuity in learning and other communication processes could be achieved (Turnbull,
2021).
The expediency with which policy makers and national governments globally implemented the
changeover to virtual learning did not match the economic and social challenges on the ground
for many nations, hence the transition was not smooth. A smooth transition would only be
possible with full consideration of the geographies of insecurity that exist between nations,
especially between the West and the Global South. The notion of geographies of insecurity brings
to the fore the heterogeneity of global regions and nations, and the different ways in which they
experience the impact of development trends and dynamics, such as national disasters, wars,
climate change, to mention a few (Philo, 2012). As such the insecurities faced by the citizens in
the Global South, and the measures that may be necessary to improve their security may not
necessarily match the experiences of the elite in the West. Developing nations had no option but
to, likewise, embrace virtual learning as the necessary measure to enhance affordability and
accessibility of higher education and the plethora of challenges that came with it. Within this
rubric, this study investigated the challenges faced by the Zimbabwe education sector in
integrating effective virtual learning practice into the secondary school system since the advent of
Covid-19.
The study findings emanated from a triangulation of a desk review of foregoing literature on
Covid-19 and virtual learning, an online survey with 30 curriculum specialists and 35 secondary
school students and key informant interviews with 35 secondary school teachers, learners and
parents in Harare Metropolitan province. Thematic content analysis using NVIVO and grounded
theory was effective in analysing the compiled data. Quantitative findings from the survey proved
that while many teachers, students and learners faced resource and technical challenges to access
mobile devices and internet, online technological tools remained the only possible means
available to access academic information. Findings from the content analysis likewise concurred
with the quantitative data findings, demonstrated through the seven key emerging themes which
include inadequate qualified technology teachers, shortage of resources for acquisition and
maintenance of state of the art learning tools, electricity and internet challenges, poor parental
involvement, unavailability of legislated policy on technology usage, ignorance of technological
know-how and techno-phobia.
The key argument in the study is that although mobile learning cannot replace physical learning,
it remains a necessary alternative during lockdown periods because mobile technologies
transcend geographic barriers. This being said, there is greater need to lessen the currently
existing dynamic of geographies of insecurity, especially the economic and technological
barriers, bearing in mind that pandemics know no geographical limitation in the manner that they
affect various nations (Philo, 2012). As such, policy makers at national, trans-national, regional
and global levels have to work together for realistic and context sensitive policies that can
effectively address the myriad of challenges currently faced by developing nations in attaining
effective virtual learning practices that match global standards.
2. BACKGROUND
In Sub-Sahara Africa, 60% of youths between the ages of 15 and 17 are reported to be out of
school (UNESCO, 2022) owing to various reasons other than Covid-19. Some of the reasons why
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there is a huge school drop-out rate include poverty, child marriages, teen pregnancies and drugs
abuse (Birchall, 2018).
There is evidence, though varied, which proves that Covid-19 many school learners dropped out
of school as a result of Covid-19 in Zimbabwe. The Family Aids Caring Trust ZIMBABWE
(Fact), pegged the figure of schools dropouts since pandemic began in 2020 at 20 000, while the
Human Rights report (2021), estimated that 840 000 children dropped out of school during the
COVID-19 pandemic. Non-governmental organisations (NGOs) in Zimbabwe estimated that 840
000 children dropped out of school during the COVID-19 pandemic (Human Rights Report,
2021). The Ministry of Primary and Secondary Education on the other hand contested the figures
presented above, arguing that 290 children left school because of various illnesses, 5331 dropped
out due to marriage, and pregnancy led to the dropout of 4676 children, bringing the total of
dropouts countrywide to 10 297 for that year, half the number reported by the Family Aids
Caring Trust. Over and above these three arguments, this study established that in a country with
a huge rural-urban divide in terms of communication and information flow, access to technology
and related resources, it would be difficult to come up with an etched in stone figure of school-
drop outs during Covid-19. Firstly, the notion of school drop-outs itself would have to be clearly
defined, given the reality that at one time all institutions of learning had to shut down for quite a
significant period while policy makers, institutional leaders and the government jostled for ways
of containing and dealing with the new phenomena of Covid-19. Adapting to the new situation
through introducing virtual learning in schools was characterised by a general lack of uniformity
and consistency. Furthermore, most of the rural schools in areas that have no electricity and
internet services were not able to catch up with this new trend of virtual learning, until the end of
the lockdown period.
3. LITERATURE REVIEW
The COVID-19 pandemic caused exceptional global disruptions on people socially, politically
and economically since the Second World War (WW11) (Kaisara & Bwalya, 2021). In the
education sector, the pandemic caused closure of learning institutions, further increasing the rural
- urban divide in access to education, knowledge and information, hence in the utilisation of
information and communication technologies (ICTs). As such, close to 1,184,126,508 learners
have been affected by school closures globally as a result of the COVID-19 pandemic (UNESCO,
2020). While it is undeniable that ICTs have been used for virtual learning for a long time in the
most technologically and economically advanced nations, in Africa there is no agreement on
when virtual learning became a practice in the education sector. This disparity can not only be
attributed to the issue of scarcity of resources to access ICTs and internet, but also to the limited
and lack of uniformity in the knowledge of ICT usage. In Southern Africa, use of ICTs can be
traced back to the 1960s (Alkharang & Ghinea, 2013, Alkharang & Ghinea, 2013), while virtual
learning started between 1990 and 1999 (Bagarukayo & Kalema, 2015; Hubackova, 2015). As far
back as 2009, Donner and Gitau (2009) foretold that the future of Africa would be techno-centric.
Rumanyika, Tedre, Mikko and Mramba (2019) likewise argue that Africa has the highest
technology, especially mobile phone adoption rates in the world, further projecting this trend to
remain so till at least 2025 (GSMA, 2019).
In Zimbabwe, although many private schools and elite government schools were already
accustomed to the usage of ICTs as tools of managing knowledge and increasing engagement
(Gunga & Ricketts, 2007; Mohammadi, 2015), at the onset of the lockdown very few schools
already had plans, modalities and a culture of virtual learning, or of using ICTs as a remote mode
of instruction information and learning content (Bhuasiri, Xaymoungkhoun, Zo, Rho & Ciganek,
2012). This being said, success of integrating online education technologies in education cannot
be generalized from the national to the global levels, as it was anchored on social determinants of
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successful virtual learning such as the previously prevailing economic, social and political
conditions in any given context. The capability of policy makers to plan for inclusive and
effective education service delivery at national, regional, and global levels should address the
context specific economic strengths or vulnerabilities of nations, as a prerequisite for making
suitable recommendations, decisions and reforms. Global institutional power structures and
mechanisms are organised in a manner that naturally gives developed nations hegemony over
developing ones, in turn breeding systems that saliently deploy discriminatory and skewed
policies and services in a top-down manner. This argument links this study to two theories - the
theory of geographies of insecurity and the theory of geographies of economic inequality.
The notion of geographies of insecurity emphasises firstly the fact that Covid-19 was inherently
geographical in its impact on society and as such, it rendered nations to different levels of
vulnerability, each according to its geographic positioning and its economic status in relation to
China (Philo, 2012). After its outbreak in China, the pandemic spread first to countries not only
with intense geographical proximity to China, but also to those with stronger economic ties and
relations with China. Covid-19 thus took advantage of the forces of globalisation to spread to
various countries (Amdaoud, Bourdin, Costanzo, Iatu, Ibanescu, Jeanne, Levratto, Noiret and
Succurro, 2020). This postulation relates to the theory formulated by Amdaoud, (2020), the
theory of spatial auto-correlation, which likewise helps to clarify the patterns in the spread of
Covid-19. The theory of spatial auto-correlation contends that close geographical units are more
affected than distant geographical units. As such, these spatial differences in time frames within
which Covod-19 reached different countries determined first the impact of the epidemic on
citizens and on development processes. Secondly, these spatial differences also determined the
response rate of various nations to the effects of the pandemic, the decisions for lockdown
periods and levels, as well as the responses in couching suitable stop gap measures for various
services, and in this case for the virtual learning services. As such, while the first Covid-19
lockdown was enforced in January in China, in Zimbabwe, the first lock-down was enforced
three or four months later. China being a technologically advanced country muted the idea of
transitioning from physical to virtual learning as early as January 2020. Thusly, it took Zimbabwe
longer to figure out modalities for transitioning to virtual learning than it took China.
Furthermore, when virtual learning finally took off, it was possible only for a few learners in
some urban areas, while the majority of learners in both urban and rural areas could not afford it,
reality that leads this argument to the notion of geography of economic inequality (van Ham,
Manley & Tammaru, 2022).
The geographies of economic inequality predicts the spatial categorization of both learners and
teachers by income, both vertically and horizontally, as well as the associated modeling of
opportunities and affordability (van Ham et al, 2022). Agreeably, the usage of ICTs landed
people into different levels of vulnerability, depending on their geographic positioning as well as
their economic and social standing. Such geographies of inequality thus range on a spectrum:
differences in access between individuals and among groups in urban areas where, although there
was internet access, some students and teachers could not afford the expenses associated with
acquiring ICT gadgets and internet, and differences in access and affordability among urban and
rural residents, especially in those remote rural areas where access to internet has been for long
devoid. As such, the disruptive manner of Covid-19 in the education sector was on universal
historic record.
The OECD (2020), supports both theoretical arguments, positing that in times of crisis, a holistic
approach to education addresses students’ learning, social and emotional needs. This includes the
need to take care of the needs of marginalised students, who are more at risk of increased
vulnerability and are less likely to receive the support that they require, for example when they
fail to acquire the required ICTs and internet services. Material disparities among students have
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considerable effects on students’ sense of belonging to schools, as well as on their feelings of
self-worth (OECD, 2020).
The Zimbabwe education sector, like education sectors in other countries globally, utilised all
opportunities possible to use ICTs for virtual learning purposes during Covid-19. Mare (2013)
and Rambe and Bere (2013), argue that even before the advent of Covid-19, the usage of ICTs is
an unavoidable development that has had a huge transformative power on various facets of life in
the history of African development. Covid-19 was thus, a catalyst to development through
increased usage of ICTs which became inevitable owing to the reality on the ground. The term
‘increased usage’ can also refer to aspects of inclusion and participation across the gender and
class divides. Where virtual learning technologies and practices used to be a preserve for the
affluent, Covid-19 made it a necessity, prompting even the less affluent to stretch their means to
ensure that they had access to and usage of technology, which became inevitable. Shen and Ho
(2020) argue that virtual learning has positively impacted on the performance of students, on their
interest in learning as well as on learner performance wrought by the attraction that ICT usage
brings (Zongozzi, 2020). Virtual learning has also promoted massive investment in ICT
infrastructure ad technology, as well as in electricity and usage of other power sources that
promote internet usage, such as solar power and related power batteries. This paper however
problematizes the concept of “increased usage” of ICTs versus the concept of success of virtual
learning during the lock-down, arguing that increased usage does not necessarily equate virtual
learning success.The fact that many citizens invested in ICTs does not necessarily mean that they
effectively used the ICTs for learning purposes perse.
The correlation between massive investment in ICT infrastructure, tools and knowledge and the
success of virtual learning practice in Africa is likewise contested by a number of scholars. Awidi
and Cooper (2015), in their case reference to a Ghanaian university, highlight a contestation
between investments in ICT infrastructure and the lack of clear corporate e-learning strategies
and policies that facilitate successful virtual learning. The major setback of virtual learning is
mainly centred around an institutional obligation to reproduce face-to-face classrooms online by
means of existing distance education infrastructure (Turnball, 2021; Arasaratnam-Smith &
Northcote, 2017). Another scholar, van Stam (2021), also established that in Africa, the success
of internet service provision depends on the effectiveness of the mobile service operators.
Absence of context specific policies, plans, rules, regulations and legislated implementation
frameworks have potential to contribute to e-learning failure, as the same ICTs can be used for
negative learning such as access to information on drugs, pornography and trafficking, to mention
a few (Barteit et al, 2019). Exploding what they term ‘myths’ around e-learning, Njenga and
Fourie (2010) argue for a balance between successful virtual learning and sanitized learning
through ICT usage as a trend. Munro (2018), citing the over-rated claims for success and the
over publicization of virtual learning success in the United Kingdom, likewise propounds
warnings against education Neo-liberalism, further arguing that the over emphasised usage of
technology can result in commercialization of tools for education, and into subsequent
commercialization of education.
4. METHODOLOGY
A triangulation of quantitative and qualitative research methods was used to gather primary and
secondary data. Methods utilised included an online survey with 65 participants sampled from a
population of curricula specialists, teachers and learners as well as with 35 key informants, also
sampled from a population of curricula specialists, teachers, parents and learners. The response
rate for sampled study participants was 35 for the online survey (54%) and 24 for the key
informant interviews (69%). A review of available literature further aided the collection of
primary and secondary data for the study. Using key words to search, fifty three published online
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journals, reports and articles were identified from the database search. A careful scanning of the
identified papers was done to eliminate all papers that were not directly related to the topic under
review. Finally, a total of thirty nine articles were reviewed. Quantitative data were analysed and
presented through tables and chats, and qualitative data was presented under relevant themes.
5. FINDINGS
The study sought to investigate challenges faced by the Zimbabwe education sector in integrating
effective virtual learning practice into the secondary school system in Harare Metropolitan
province, since the advent of Covid-19. We present findings from the both the quantitative and
the qualitative data.
At the outset, the study sought to establish the role of various educational technologies in
influencing the continuity of secondary school education after the Covid-19 lockdown. The
findings established two types of education technologies that were utilised for virtual learning in
Zimbabwe during the Covid-19 lockdown as computers and mobile phones. Hundred percent of
the respondents indicated that both these education technologies played a major role to facilitate
the transition from physical learning to virtual learning. The specific roles of computers included
accessing learning platforms such as Google Classroom, Zoom, Moodle and Whatsapp groups,
typing of notes and assignments, as well as storing learning notes and related materials.
Computers also better facilitated the reading of text books owing to their screen surface which is
larger than that of a mobile phone. The role of computers was also highlighted as that of
transmitting information and documents through email, blue tooth or Send-it. The respondents
indicated that mobile phones had the same roles as that of computers, highlighting however that it
was difficult and time consuming to read big text books and bulky notes from the small surface of
mobile phones. While those respondents who did not possess computers still used mobile phones
for all learning tasks, all respondents generally agreed on the ideal role of mobile phones as that
of communicating with teachers and school mates, as well as transmitting documents and related
information to school mates and teachers. All respondents also agreed that where there is no
direct internet service installed, it is more affordable to use a mobile phone than a computer to
send documents from a distance, as blue tooth and share it can only send to devices in proximity.
Secondly, the study sought to establish which ICT tools were most utilised by secondary school
learners to access virtual learning platforms during the Covid-19 lockdown.
Figure 1: Types of education ICT tools used
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While all the respondents accessed learning material either through computers or through mobile
phones, the mobile phones, which are less expensive than computers, were established to be the
primary devices used. Only 30 percent of the students and teachers who participated in the study
attested to owning a family computer or a personal one and a personal mobile phone, whilst 100
percent of the responding students and teachers attested that they owned either a family mobile
phone or a personal one, because mobile phones were found to be more affordable than
computers.
Figure 2: Type of internet service used
Furthermore, the majority of the respondents (85%) used mobile data packages to connect to the
internet and only a few (15%) indicated that they had a home WiFi connection and thus had a
choice to use either the installed WiFi service or the data, which again, makes mobile phones the
more utilised than the computer. These findings concurred with foregoing research findings by a
number of scholars, as noted in the reviewed literature. Donner and Gitau (2009) predicted that
the future of Africa is anchored on usage mobile phones. Further establishments were that there is
evidence to prove that mobile phone adoption rates in Africa are the highest than in the world
(Rumanyika, Tedre, Mikko & Mramba, 2019). Mobile phone adoption rates were further
projected to remain highest in Africa till at least 2025 (GSMA, 2019).
The final objective of the study was to establish the challenges that teachers and learners
encountered while transitioning to virtual learning during the Covid-19 lockdown. The key
finding under this objective was that virtual learning is very important for secondary school
children in Zimbabwe as a complimentary method of learning in both times of crisis and out of
crisis. The key argument was that virtual learning for secondary school learners was faced with a
many of challenges at the time of inception, and that these challenges still exist in their myriad
forms, and as such, virtual learning cannot entirely replace physical learning for secondary school
learners in Zimbabwe. The data presented by the respondents was organised into 5 relevant
themes, also supported by direct quotes that are presented below each thematic finding. In the
following section, the study expounds on the identified challenges, some of which expound on
some of the themes already identified in the presentation of quantitative findings above. All the
findings put together are critical determinants of successful virtual learning for secondary school
learners that policy makers should consider to roll out in full force both at policy and practical
levels, in order to establish permanent virtual learning service provision practice that can remain
effective both in crisis periods and in out of crisis periods.
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5.1. Internet Accessibility Challenges
All the study participants, comprising curricula experts, learners, parents and teachers concurred
that both teachers and learners experienced challenges in gaining access to the virtual learning
and research platforms, as well as in accessing their emails for communication purposes. The
most outstanding quotes selected from the data are presented anonymously below:
Quote 1: It was always frustrating to get cut off in the middle of the lesson. Network connection
is always falling where I live, and sometimes I could hardly access the learning
platform. I had to rely on notes sent by a colleague after the lessons.
Quote 2: I often got booted out of the classroom whilst the lesson was on, when the data ran out.
Downloading materials sent through email by the teachers was likewise very expensive.
Most of the times virtual learning left me discouraged.
Quote 3: There was always a mismatch between the allowance that I got from the school for
mobile data bundles and the actual usage time that I got from the data bought. Many a
time the data got depleted before the end of the lesson or in the midst of an email. I
ended up using my own data to ensure that I provided service to the learners, and in
most cases this was never compensated.
Quote 4: My parents could hardly afford the mobile data expense because my father got out of
employment during the lockdown. It was hard to keep up with the virtual learning pace
without enough internet access.
Quote 5: There are times when my daughter needed to to the internet cafe in town to utilise Wifi
because our Wifi units often ran out before month end, and the budget would not permit
us to top up the units. Many times I would fail to support her with bus fare to commute
up and down. Furthermore, while others would take risks and obtain a security pass to
go to the internet cafe, I always found it to be a security risk for my daughter to travel.
Quote 6: My typing skills were terrible, I had gotten used to manual presentation of assignments.
It was always hard and slow to cope.
Quote 7: In Google classroom my problem was that I was always inaudible each time I wanted
to make a contribution. I could hear what the teacher and my classmates were saying
but I could not be heard. The microphone of my device was not working properly all the
times.
Quote 8: As Education Officers we were in such a dilemma, we had no way of monitoring that
learning was being done according to expected standards because it was hard to listen
in to various learning platforms at the same time. Our mode of monitoring during
physical learning is attending classes to monitor the teacher during lessons. It was
impossible on virtual learning platforms.
Quote 9: I had a salary cut after the lockdown. I could not afford a Wifi facility for my children
to join the online learning. It was unfair to introduce online learning because some
children lost out on learning.
At a general level, Zimbabwe has a challenged network coverage system, especially in areas that
are remote form the city centres (van Stam, 2021; Gwaka, May & Tucker, 2018). Internet
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services are often congested and there are a few indigenous internet service provision companies
in Zimbabwe, namely Tel One and Econet. These companies rely on imported hardware, in a
country that legally utilizes local currency, often resulting in shortages of such hardware. The
reality with internet access in Africa is that mobile network operators manage fixed
infrastructures that house a radio access network with base stations, a broadcast network
providing the communication spine, and a core network with alternating facilities and database
servers handling user information (van Stam, 2021). As such, what citizens are able to access,
and the speed with which they access the internet, all depend on the viability of a given mobile
network provider. Where there is limited competition like in Zimbabwe, effectiveness of internet
access if affected. While a few rich people from the rural areas could access mobile phones and
internet services, the speed with which they accessed internet still remained a huge challenge to
contend with. As such, comparing the state of secondary school learners from Zimbabwe with
that of secondary school learners from countries like China will further reveal how virtual
learning was indeed gendered in all spaces, from the micro to the macro levels, further
confirming the notions of geographies of insecurity (Philo, 2012) and geography of inequality
(van Ham, Marley & Tammaru, 2022) already discussed in the theoretical framework sections.
Accessibility, as established by Alshehri, Rutter and Smith (2019), is a very important variable
that influences learners, parents and teachers perceptions of virtual learning, while also affecting
the delivery rate of learning, in any context.
5.2. Lack of Regulated Policy on Usage of Technology Usage
Zimbabwe also embraced the transition from physical to virtual learning in all schools that could
manage the dynamic, and these were mostly private schools and a few state run institutions. The
lack of preparedness in terms of resources and time frames, transition to virtual learning was
done haphazardly, without any policies, rules and regulations in place to ensure uniformity in
service provision. As such, virtual learning benefited only a few, and its effectiveness, impact and
potential to replace physical learning during Covid-19 remain questionable. The following quotes
were likewise selected from the data, for their outstanding nature:
Quote 8: The challenge was to ensure that we caught up with the global trends, but we had no
binding laws, policies and regulations for doing virtual learning. As such, it was done
haphazardly, creating lots of gaps and inconsistencies in the manner of learning and
delivery of teaching services.
Quote 9: Internet provision in this country depends on the capability and willingness of the
service provider to deliver the service. The major challenge is that you cannot sue a
service provider for failure to provide network service because there are no policies for
such.
Quote 10: It is difficult to regulate without laws and policies. Virtual learning was not done
systematically. Each school or teacher used the learning platform that was at their
disposal, which did not enable learners to benefit the same. There is need for policies
on virtual learning to be put in place.
Again, most citizens do not have internet sources installed in their homes, and rely on mobile
data networks which are too expensive to sustain effective daily learning, as established by the
findings in Figure 2. It is also noteworthy that the lockdown affected income levels for most
parents, who either had their jobs terminated or their salaries cut, and as such, money for mobile
network expenses became a real challenge. This finding concurs with van Stam’s (2021)
postulation that the success of accessing digital platforms in Africa depends on the viability of
mobile network operators (van Stam, 2021). All these factors combined, affected both the
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teachers and the learners access to learning platforms. Virtual learning thus, remained a preserve
for the affluent who could afford both the mobile phones and the internet data, and also for those
in the city centres where there is internet coverage.
5.3. Ignorance of Technological Know-How and Inadequate Qualified Technology
Teachers
Before the advent of Coovid-19, not all schools in Zimbabwe made the study of ICTs
compulsory. Some learners and teachers did not have access to computers, except to mobile
phones only. As such, the period of transitioning to virtual learning became for some, the time to
seriously learn and get used to using ICTs. This delayed the uptake of the virtual learning
exercise, as well as affected the uniformity of the exercise, as some learners and teachers would
always lag behind. This challenge affected the effectiveness of virtual learning during Covid-19.
Quote 11: What we needed as preparation for the transition to virtual learning was the rolling `
out of technical lessons on how to use technologies for learning, for both teachers and
learners alike. This was not possible given the crisis that was at hand. It was a huge set-
back. We knew this as education officers but there was nothing that could be done
under the circumstances.
5.4. Lack of Adequate Parental Involvement in Virtual Learning Processes
Almost all teachers and learners who took part in the study highlighted many parents could not
assist their children with home work. Secondly, virtual learning did not facilitate any kind of
motivation on the part of learners and enough feedback on the part of teachers. Higher secondary
school learners argued that although they were mature enough to manage their learning on their
own, they used to benefit from the feedback that parents got from their teachers on parent day
events, when parents came for one on one encounters with their teachers. These feedback
sessions, in the learners’ views, helped them because teachers were able to make the parents
understand some of their needs especially for material and moral support, in a manner that they as
children could not make their parents understand. In the view of teachers, time constraints and
lack of technological know-how, as well as lack of internet facilities made it difficult for such
feedback sessions to be organised with all parents. The teachers also highlighted that there was
very little involvement of parents in terms of assisting their children in lower secondary school
with homework because families did not have enough gadgets; some mobile phones were too
small to accommodate more than one person at once for serious work.
Quote 12: We got cut off from the parents, who are very important allies in the learning process.
With virtual learning you cannot interact with the parent because there is shortage of
gadgets, there issue of data bundles and also some of the parents did not have
knowledge to access the learning platforms.
Quote 13: The virtual learning opportunity became both a blessing and a scare. Learners got
too exposed to technology, spending half their time on-line. Some of them took
advantage of this to divert to adult sites, which disturbed their learning. Parents at the
same time could not monitor this all the time as most students used mobile phones,
which do not permit interaction with others.
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6. DISCUSSIONS
Overall, the results from this study revealed that the operationalisation of virtual learning in
Zimbabwean secondary schools during Covid-19, in the absence of physical learning, caused a
number of challenges for both learners and students in Zimbabwe. This confirms findings by
foregoing researchers who also established that due to its multiple complications, virtual learning
has only succeeded in presenting promises that it could not accomplish (Alkharang & Ghinea,
2013). While these scholars were referring to a period prior to Covid-19, the finding is indeed
still applicable now, further showing the complications associated with virtual learning. The
benefits of virtual learning cannot be over emphasised, yet the rendition for these benefits to be
realised is a prior fulfillment of other requirements that make the practice work for all.
While virtual learning is indeed good in terms of transcending the time and cost hurdles that
physical education brings, it can only work effectively and inclusively as a compliment to
physical learning, but never as an alternative to it in this context, to avoid the exclusion of the
majority of learners and teachers, as Uppal (2018) and Njenga and Fourie (2010) opined that
learner attrition rate increases in virtual learning as opposed to face to face learning. Virtual
learning can only work effectively for all after a lot of considerations such as policy reforms,
infrastructural development and training of trainers has been implemented first, as preparatory
measures. Perhaps the Covid-19 era was a learning period for Zimbabwe, for the whole of Africa,
and for the globe, on what needs to be done to make virtual learning a success both in times of
peace and in times of crisis, since ad hoc disaster risk mitigation may pose more challenges than
solutions.
7. CONCLUSIONS
I conclude that the transition from face-to-face learning to virtual learning during the Covid-19
lockdown, was a highly critical move which remains important for secondary school education in
Zimbabwe and beyond. However, given the resource and other identified complexities in this
country, virtual learning was not highly effective as the better part of the population of students,
teachers and parents were excluded from enjoying its benefits. In Zimbabwe and similar
countries in the Global South, virtual learning can only be effective as a complimentary method
of learning to physical learning, not as an alternative to physical learning, in both times of crisis
and out of crisis.
8. RECOMMENDATIONS
There are a number of considerations that policy makers should put into action to roll out
effective virtual learning practice that can remain effective both in crisis and out of crisis times:
The government must invest more in state of the art ICTs in both rural and urban areas in order to
bridge the inequality gap rural and urban citizens. Furthermore, the State should ensure that all
schools and homes are electrified or have access to alternative sources of energy that enable them
to use ICTs and internet services. It should also be the prerogative of the State to provide viable
internet services to all citizens at affordable and subsidised rates. In the education sector
government should likewise roll out training for ICT usage to teachers and education policy
makers by providing ICT refresher courses as a compulsory requirement to all teachers. The
government should also formulate and implement binding policies in the country, to make
internet service providers commit to efficient service delivery, as well as putting in place policies
and regulations on how schools should provide online teaching services to learners.
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ACKNOWLEDGEMENTS
Acknowledgements go to the College of Business, peace, leadership and governance at Africa
University for providing a small research grant to cover internet and communication expenses for
this study.
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AUTHOR
Dudziro Nhengu has submitted a PhD thesis to the College of business peace
leadership and governance at Africa University, where she awaits to graduate,
pending assessment of the thesis. She is currently based in Norton, Harare.