Distance and Blended Learning

Abstract

The upsurge of the coronavirus disease has prompted a pedagogical paradigm shift from the traditional face-to-face to distance and blended learning for all institutions of learning worldwide and Zimbabwe in particular. The chapter focuses on the best practices in distance and blended learning in Zimbabwe in the context of the COVID-19 pandemic. The chapter argues that educational institutions be creative and come up with best pedagogical practices appropriate to distance and blended learning models. This chapter is informed by insights from David Kolb's experiential learning theory that privileges learner-centered approaches where learners draw from personal experiences in the learning process. It has emerged that the outbreak of the COVID-19 has negatively impacted on educational practices globally and Zimbabwe in particular. COVID-19 has ushered in a novel pedagogical trajectory that could benefit the educational future globally and Zimbabwe in particular.

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

“…Findings show that the "affordability and accessibility" can be achieved by "subsidising internet costs" and "advocating for zero-rated educational websites" by the government of Zimbabwe in collaboration with different stakeholders. Furthermore, the "engagement" was identified as "fostering parent and community involvement", and also the "collaboration with local organisations" (Chigama & Goronga, 2022;Chimbunde, 2021;Dhliwayo & Jita, 2023;Dube, 2020;Dube et al, 2022;Kangara et al, 2022;Mabika & Marevesa, 2022;Magocha, 2021;Mandikiana, 2020;Maphosa, 2021;Mavengano & Marevesa, 2022;Ministry of Primary and Secondary Education, 2020;Moyo, 2022;Moyo et al, 2020;Nhongo, 2022;Nhongo & Siziba, 2022;Nhongo & Tshotsho, 2021;Nyagadza et al, 2022;Phiri, et al, 2020;Tsimba et al, 2020;Zinyemba et al, 2021). It was clear that policy and governance should focus on developing regulatory frameworks to govern online education, ensuring quality standards, and security measures as a roadmap to the challenges faced.…”

“…Thus, the emergence and increased accessibility of digital technologies provide teachers with a broader array of professional resources. Mangundu (2022), Mavengano and Marevesa (2022) and Moyo (2022) argue that the Fourth Industrial Revolution (4IR), characterised by enhanced computational power and technological diversity, has fundamentally transformed the application of ICT in teaching and learning. The internet connects devices, facilitate local and global learning interactions in classrooms, thereby enhance the motivation and participation.…”