Enhancement of online learning strategies in public and private higher education institutions in Zambia.
Loading...
Date
2025
Authors
Chiwoya, Alvin
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study investigated the innovative strategies for enhancing online learning in higher education institutions in Zambia. The research was guided by the Constructivist Learning Theory and Social Cognitive Theory. The researcher employed a pragmatist paradigm and a descriptive survey research design. Maximum variation purposive sampling technique was used to come up with the study sample. The sample was made up of 180 educators who were purposely selected from four universities. Additionally, 4 Directors of Distance Education in charge of Online Learning in the four universities, 1 ICT Expert from the Ministry of Technology and Science and 1 ICT engineer from the Internet Service Provider in the selected universities were also purposely selected. Four research instruments were used to collect data; a questionnaire which was used to collect quantitative data from educators and three interview guides which were used to collect qualitative data. Data was analyzed thematically. The findings of the study showed significant steps taken by the Government of Zambia to enhance online learning such as introduction of 5G technology, connection of Zambia to satellite internet via Star Link, and mandating and funding of ZAMREN to provide cheaper and quality internet connectivity. Additionally, the study showed that some higher learning institutions conducted online learning without a clear policy guideline. Three out of the four sampled learning institutions relied on distance learning policy developed many years ago for guidance. The study revealed that educators were generally satisfied with the computer expertise they acquired, but were not satisfied with the resources that were provided by the respective universities, the ICT support provided and generally had a negative perception of the online learning pedagogy. Furthermore, the study showed efforts made by Internet Service providers
to enhance online learning in higher education institutions in Zambia through provision of learning management systems for free. On the other hand, the study brought to the fore some of the strategies that could be used to enhance online learning in Zambia such as facilitation of learners' acquisition of ICT gadgets at an affordable price, pushing more investment in online learning software such as zoom, introduction of mandatory ICT courses in colleges and universities, and introduction of tax incentives on all ICT equipment bought by higher learning institutions. The study also highlighted innovative strategies for funding the purchase of ICT gadgets for disadvantaged learners in remote areas such as the use of Constituency
Development Fund under the Ministry of Local Government and Rural Development. The major contribution of this study to the body of knowledge is the development of a contextualised regulatory policy framework on online learning in institutions of higher learning in Zambia, which, if adopted, will help to enhance effective instructional delivery in colleges and universities. In view of the findings, the study recommends the adoption of the proposed
online learning regulation policy framework by the Government of Zambia through Ministry of Education and introduction of mandatory ICT training courses for both learners and educators in the training curriculum by Higher Learning Institutions.
Description
Thesis of Doctor of Philosophy in Education Administration and Management.