Date of Award

12-2024

Document Type

Thesis

Degree Name

Master of Arts in Communication Studies

Department

Communication Studies

First Reader/Committee Chair

Rahman, Shafiq

Abstract

ABSTRACT

Zimbabwe, a country with modest technological infrastructure and insufficient government support systems, was forced to switch to online instructions almost overnight as the COVID-19 pandemic raged on. This research investigates the effectiveness of learning technologies applied in Zimbabwean primary and secondary schools during the pandemic based on responses gathered from surveys and in-depth interviews with various stakeholders. This research was informed by the essences of constructivism and connectivism theories that say that optimal learning takes place through engagement, collaboration, and interaction and educational technologies potentially can foster effective learning by facilitating access to information, enabling peer interactions and utilization of digital networks of knowledge.

The study explored how various learning technologies were employed, their impact on learning outcomes, and the extent they facilitated learning as espoused in constructivist and connectivism theories. Results revealed that while learning technologies provided important essential continuity in education, their effectiveness was significantly limited by infrastructural challenges, lack of preparedness, and digital divides. Students from privileged school districts fared better compared to those from disadvantaged areas as they had better access to devices which allowed for better online learning access and experience. The research also revealed the lack of support from the government and low teacher preparedness towards the use of technology and the huge gap in the infrastructure development of the country.

The research underscores the need for substantial investment in digital infrastructure, teacher training programs, and educational policies that are inclusive to bridge the digital divide and enhance the resilience of the educational system. Addressing these challenges, the country can build a more equitable and effective framework for integrating learning technologies and ensure that all students benefit from digital advancements in education both during crises and in normal conditions.

This thesis contributes to our understanding of the complexities of interplay of education, technologies and infrastructure by presenting how a low-resourced African country coped with education during the pandemic. Findings of this study offer practical recommendations for improving educational outcomes in countries with similar challenges.

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