E-learning

Students’ and Teachers’ perception towards WAPASA Application for eLearning in Harare, Zimbabwe

Leave a Comment / Vol 3, Issue 1 /

Authors: Chinyere Errynett Clarah (Centre for Language and Communication Studies, Chinhoyi University of Technology, Zimbabwe), Prof. Herbert Chimhundu, PhD (Centre for Language and Communication Studies, Chinhoyi University of Technology, Zimbabwe), Prof. Maria Tsvere, PhD (Academy of Teaching and Learning, Chinhoyi University of Technology, Zimbabwe), Gilford Hapanyengwi, PhD (ICT Department, Zimbabwe Council for Higher Education, University […]

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The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic

Leave a Comment / Vol 3, Issue 1 /

Authors: Wilson Pholld Mwakyusa (General Management Department, Tanzania Institute of Accountancy, Tanzania), Lucas Masome Ng`webeya (General Management Department, Tanzania Institute of Accountancy, Tanzania) Abstract: This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions.

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University Lecturers and Students Preparedness for Online Teaching and Learning in Zimbabwe

Leave a Comment / Vol 2, Issue 4 /

Author: Prof. Stella Muchemwa, PhD (Midlands State University, Zimbabwe) Abstract: The outbreak of COVID 19, which disrupted the normal lecture delivery system in universities, profoundly impacted Zimbabwe as a nation. This study investigated on university lecturers and students’ preparedness to online teaching and learning at the outbreak of COVID 19 in the country. The study

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Effectiveness of Online Learning during the Covid-19 Pandemic: A Case of One University in Zimbabwe

Leave a Comment / Vol 2, Issue 3 /

Author: Diocleciano Nhatuve, PhD (The University of Zimbabwe) Abstract: This study sought to investigate on effectiveness of online teaching and learning during the Covid-19 Pandemic: A Case of one university in Zimbabwe. The study adopted quantitative approach in which 202 students were given an online questionnaire to fill. Data was analyzed through graphs to indicate

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