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Designing Effective E-Learning Environments in Gweru, Midlands Province, Zimbabwe: An E-School's Community Engagement Case Study

Designing Effective E-Learning Environments in Gweru, Midlands Province, Zimbabwe: An E-School's Community Engagement Case Study
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Author(s): Beatitude Farikayi (University of South Africa, South Africa) and Leila Goosen (University of South Africa, South Africa)
Copyright: 2022
Pages: 24
Source title: Designing Effective Distance and Blended Learning Environments in K-12
Source Author(s)/Editor(s): Thomas F. Driscoll III (Bristol Warren Regional School District, USA)
DOI: 10.4018/978-1-7998-6829-3.ch015

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Abstract

The purpose of the qualitative case study reported on in this chapter was to assess the extent to which a high school located in the Midlands province of Zimbabwe could be classified as an e-school by exploring which and how information and communication technologies (ICTs) have been integrated by educators and administrators. The main focus of the research study also included understanding the various community engagement activities that the school in Gweru was running, which supported them in designing effective e-learning environments using the school ICT infrastructure. However, educators were not adequately skilled to apply ICTs as work tools, and as a result, the school was still to implement a number of solutions and recommendations in order to attain the status of an e-school that had integrated ICTs in its teaching and were designing effective e-learning environments.

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