Making the Most Out of Video Conference Learning: Experiences and Lessons From a University in Zimbabwe

View Sample PDF

Author(s): Sam Mutsagondo (University of Zimbabwe, Zimbabwe)
Copyright: 2023
Pages: 19
Source title: Dynamic Curriculum Development and Design Strategies for Effective Online Learning in Higher Education
Source Author(s)/Editor(s): Kelley Walters (Western Governors University, USA)
DOI: 10.4018/978-1-6684-8646-7.ch016

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Web-Based Teaching & Learning

Purchase

View Making the Most Out of Video Conference Learning: Experiences and Lessons From a University in Zimbabwe on the publisher's website for pricing and purchasing information.

Abstract

With rising Covid-19 infections and deaths, education authorities in Zimbabwe unceremoniously introduced online learning where Whatsapp, electronic mail, Facebook, video conferencing, and radio lessons featured most prominently. At university level, video conference learning was introduced amid much pomp and speculation with varying degrees of success. This study examines the experiences of first-year students at one state university in Zimbabwe. The study revealed that whilst first year university students benefitted from the rather new and emerging technology, some students were greatly affected by the digital divide which threatened their right to education. This mixed methods research used the exploratory sequential research design where students' qualitative responses were juxtaposed with lecturers' quantitative responses. The study proposed the Enhanced Tripartite Online Learning Support framework where universities, students, and parents collaboratively work together to make video conferencing more effective, more affordable, and more enjoyable.

The IRMA Community

Research IRM

Making the Most Out of Video Conference Learning: Experiences and Lessons From a University in Zimbabwe

Purchase

Abstract

Related Content

IRMA Sponsors