Distance and Blended Learning: A Troubled but Necessary Pedagogical Terrain in Zimbabwe in the Challenging Context of the COVID-19 Pandemic

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Author(s): Esther Mavengano (Great Zimbabwe University, Zimbabwe) and Tobias Marevesa (Great Zimbabwe University, Zimbabwe)
Copyright: 2022
Pages: 14
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.ch016

Keywords: Distance Education / Education / Information Science Reference / K-12 Education

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Abstract

The upsurge of the coronavirus disease has prompted a pedagogical paradigm shift from the traditional face-to-face to distance and blended learning for all institutions of learning worldwide and Zimbabwe in particular. The chapter focuses on the best practices in distance and blended learning in Zimbabwe in the context of the COVID-19 pandemic. The chapter argues that educational institutions be creative and come up with best pedagogical practices appropriate to distance and blended learning models. This chapter is informed by insights from David Kolb's experiential learning theory that privileges learner-centered approaches where learners draw from personal experiences in the learning process. It has emerged that the outbreak of the COVID-19 has negatively impacted on educational practices globally and Zimbabwe in particular. COVID-19 has ushered in a novel pedagogical trajectory that could benefit the educational future globally and Zimbabwe in particular.

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Distance and Blended Learning: A Troubled but Necessary Pedagogical Terrain in Zimbabwe in the Challenging Context of the COVID-19 Pandemic

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