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- ItemStrategies used to teach online in an EdTechlow-resource environment during COVID-19: a qualitative case study of the university of Zambia.(The University of Zambia, 2022) Mambwe, Elastus; Mwila, Kennedy; Lufungulo, Enala SharonThe traditional form of teaching in Zambian universities often involves on-site lectures being given to students, accompanied by physical tutorials. However, during the unprecedented outbreak of the COVID-19 pandemic, universities have had to urgently transition toward online instruction in an EdTech low- resource environment. Two years into the transition, it is vital to highlight challenges and examine strategies lecturers use when teaching online lessons in an EdTech low-resource environment. The study is anchored on the interpretivist worldview. The researchers adopted a qualitative approach and specifically evoked a case study design. They purposefully sampled 21 participants from three faculties of the University of Zambia: the School of Education, the School of Humanities and Social Sciences, and the School of Health Science. The study attempted to answer four questions: (a) What online instructional devices and resources are available for lecturers? (b) How do lecturers describe the level of usage of online instructional resources across the curriculum? (c) What are lecturers’ perceptions and experiences of online instructional resources? (d) How do lecturers describe strategies used to mitigate the challenges of online instructional resources? Data were collected using an interview schedule, via face-to-face interviews, phone interviews, and WhatsApp. Results are presented in tables and figures as well as verbatim statements of the respondents. The researchers used Braun and Clarke’s (2006) six-step recursive thematic analysis to generate codes and the themes presented in the study. The findings of the study, though focused on Zambia, do rather easily reflect the situation and experience of other countries with similar characteristics. The study has established that lecturers in an EdTech low-resource environment are fully aware of the possible challenges online instruction offers. The results also demonstrate that lecturers have devised coping strategies that enable them to teach amidst the struggles of online teaching. These strategies are lecturer- oriented, lesson-oriented, resource-oriented, and student-oriented. Further, findings are that for online instruction to be successful in an EdTech low- resource environment, the following should be considered: lecturers’ desire to learn, availability of basic ICT devices, use of open educational resources (OER), the potential of the use of devices, and availability of internet connectivity. The study recommends that higher learning institutions must Electronic copy available at: https://ssrn.com/abstract=4293326 152 International Conference on Open and Innovative Education (ICOIE 2022) equitably provide the necessary EdTech devices, software and other tools to lecturers in order to enhance the online teaching experience. Where possible, external support—such as import duty exemptions or corporate sponsorships and donations—should be sought, to enable universities and colleges to facilitate learning. For further research, the study recommends an examination of lecturers’ awareness and use of various open educational resources for effective teaching, learning, and planning. This study provides important insights and mitigation measures for higher education institutions engaged in online instruction in EdTech low-resource environments, thereby helping to create a better online teaching and learning environment. The study further contributes to ongoing scholarship on strategies that can be used to improve the online teaching and learning experiences of higher education, providing the much-needed insight from Zambia and the Global South at large. Keywords: Strategies, EdTech low-resource environment, teaching, Universities, COVID-19
- ItemInnovations and strategies during online teaching in an EdTech loow resourced university.(SN Computer Science, 2023) Lufungulo, Enala Sharon; Mulubale, Sanny; Mambwe, Elastus; Mwila, Kennedy; Jia, JiyouThe study focused on identifying innovations deployed by lecturers when teaching online during the COVID-19 pandemic at the University of Zambia. The interpretivist worldview anchors the study. Researchers adopted a descriptive qualitative case study design. Purposefully and conveniently sampled lecturers (n = 21) took part in key informant interviews from the university faculties: the school of education, the school of humanities and social sciences and the school of health sciences. Thematic analyses were applied to the data collected using face-to-face and telephone interview schedules. Results show that all lecturers fully know online instruction’s possible challenges. Lecturers have devised innovations that are lecturer- oriented, lesson-oriented, resource-oriented and student-oriented in managing online teaching and learning. The success of online teaching in an EdTech low-resourced university depends on the lecturers’ desire to learn, the availability of essential ICT devices, the use of open educational resources-OER, the potential of the use of devices and the availability of internet connectivity. However, intermittent internet connectivity, student absenteeism, a lack of primary ICT devices, and EdTech illiteracy persist. External support—such as continuous professional development programs (CPDs), import duty exemptions or corporate sponsorships and donations—should be sought to facilitate online lessons. Innovation in teaching and learn- ing does not only entail high-tech educational technologies but the use of what works best for a community of learners in a particular context. Though focused on Zambia, the study results reflect the situation and experience of universities in other countries with similar characteristics. Keywords Innovations · Strategies · Online teaching · COVID-19 · EdTech · Low-resourced university
- ItemStrategies used to teach online in an EdTech low-resource environment during COVID-19: a qualitative case study of the university of Zambia.(The University of Zambia, 2022) Mambwe, Elastus; Mwila, Kennedy; Lufungulo, Enala SharonThe traditional form of teaching in Zambian universities often involves on-site lectures being given to students, accompanied by physical tutorials. However, during the unprecedented outbreak of the COVID-19 pandemic, universities have had to urgently transition toward online instruction in an EdTech lowresource environment. Two years into the transition, it is vital to highlight challenges and examine strategies lecturers use when teaching online lessons in an EdTech low-resource environment. The study is anchored on the interpretivist worldview. The researchers adopted a qualitative approach and specifically evoked a case study design. They purposefully sampled 21 participants from three faculties of the University of Zambia: the School of Education, the School of Humanities and Social Sciences, and the School of Health Science. The study attempted to answer four questions: (a) What online instructional devices and resources are available for lecturers? (b) How do lecturers describe the level of usage of online instructional resources across the curriculum? (c) What are lecturers’ perceptions and experiences of online instructional resources? (d) How do lecturers describe strategies used to mitigate the challenges of online instructional resources? Data were collected using an interview schedule, via face-to-face interviews, phone interviews, and WhatsApp. Results are presented in tables and figures as well as verbatim statements of the respondents. The researchers used Braun and Clarke’s (2006) six-step recursive thematic analysis to generate codes and the themes presented in the study. The findings of the study, though focused on Zambia, do rather easily reflect the situation and experience of other countries with similar characteristics. The study has established that lecturers in an EdTech low-resource environment are fully aware of the possible challenges online instruction offers. The results also demonstrate that lecturers have devised coping strategies that enable them to teach amidst the struggles of online teaching. These strategies are lectureroriented, lesson-oriented, resource-oriented, and student-oriented. Further, findings are that for online instruction to be successful in an EdTech lowresource environment, the following should be considered: lecturers’ desire to learn, availability of basic ICT devices, use of open educational resources (OER), the potential of the use of devices, and availability of internet connectivity. The study recommends that higher learning institutions must Electronic copy available at: https://ssrn.com/abstract=4293326 152 International Conference on Open and Innovative Education (ICOIE 2022) equitably provide the necessary EdTech devices, software and other tools to lecturers in order to enhance the online teaching experience. Where possible, external support—such as import duty exemptions or corporate sponsorships and donations—should be sought, to enable universities and colleges to facilitate learning. For further research, the study recommends an examination of lecturers’ awareness and use of various open educational resources for effective teaching, learning, and planning. This study provides important insights and mitigation measures for higher education institutions engaged in online instruction in EdTech low-resource environments, thereby helping to create a better online teaching and learning environment. The study further contributes to ongoing scholarship on strategies that can be used to improve the online teaching and learning experiences of higher education, providing the much-needed insight from Zambia and the Global South at large. Keywords: Strategies, EdTech low-resource environment, teaching, Universities, COVID-19
- ItemMedia as defender of the Girl Child in Zambia(The University of Zambia, 2018) Bwalya, Elijah Mwewa MutambanshikuDefilement and Adolescent pregnancy is considered as an emerging epidemic which requires urgent Solutions.this paper looks at the capacity of the media vis a vis in Zambia how it has been involved in this fight
- ItemYoung People and The Digital Age: An Investigation of The ‘Sociability’ of Teenagers In Lusaka.(The International Journal of Multi-Disciplinary Research, 2018) Bukowa, BrendaYoung People's online media consumption in Lusaka, Zambia has grown with the establishment of ICT clubs in schools and the integration of ICTs into the education curriculum. The Zambia Information and Communication Technology Authority (ZICTA) in its 2015 survey notes that 89% of people in urban areas are active users of the Internet. ZICTA adds 71% access internet and social media through mobile phones and of the number, the highest age group of users is young people aged 15-18yrs. This paper aims at discussing the concept of ‘digital sociability’ and its influence on the lives of young people. A purposive sampling method is use in the study of 120 young people drawn from six schools in Lusaka. The study found that the mobile phone was significant in accessing social media platforms. The study results indicate that social media has changed ways young people communicate. The study highlights new ways in which young people communicate and the risks and opportunities therein. This study makes a scholarly contribution to the body of knowledge by giving evidence to understand the role that mobile phones and social media play in the sociability of teenagers online. Research on Internet Studies in Zambia has mostly concentrated on policy framework development and on a global scale literature leans more to presenting western (UK/US) perspectives. This study therefore, presents a global south perspective which is grossly under researched.