Factors Affecting Access to E-Learning during the Coronavirus Disease 2019 Pandemic Among Rural-Based Pharmacy Students in Zambia: A Qualitative Study

Abstract

Background The coronavirus disease 2019 (COVID-19) pandemic has negatively affected the education sector globally. This has resulted in learning institutions adopting e-learning techniques. E-learning implementation in higher education continues to gain prominence in both developed and developing countries. Most universities are exploring different ways of using information and communications technology (ICT). However, ICT remains a challenge more especially for students who come from rural areas. Aim This study was aimed at exploring the factors that affect access to e-learning among rural-based pharmacy students in Zambia. Methods A qualitative case study was conducted among ten (10) purposively sampled pharmacy students at the University of Zambia. The study participants were from the Manying, a district of North-Western Province, the Sinda district of Eastern Province, the Nalolo district of Western Province, the Chipili district of Luapula Province and the Mbala district of Northern Province. Semistructured interviews were used to collect data from the respondents. Data were analyzed using the framework analysis. The sociodemographic characteristics indicate that ten (10) respondents were drawn from Zambia’s five (5) provinces. Six qualitative themes were generated these included devices used for e-learning; the effectiveness of the devices; student performance; internet connectivity; and electrification of the houses. Key findings suggest that the most commonly used device was a smartphone, which posed challenges to effective learner participation in e-learning. Poor internet connectivity, non-electrification of students’ houses, electricity outages, and costs-associated with internet use negatively affected students in accessing online learning and could adversely affect their academic activities and performance. Conclusion The COVID-19 pandemic has negatively affected access to e-learning among rural pharmacy students in Zambia. The implications of the challenges faced by the rural pharmacy students are that their academic activities and performance were negatively affected. Therefore, this posed a threat to the rights to universal access to education of the rural students who were mostly venerable.

Zambia’s Response to the COVID-19 Pandemic: Exploring Lessons, Challenges and Implications for Future Policies and Strategies

“…Similar measures were reported in other countries [29] [30] [31] [32] [33]. The closure of schools, colleges, and universities meant that learners had to learn via online platforms [34]. However, the majority of learners could not afford ICT devices such as smartphones, laptops, and tablets [34].…”

“…The closure of schools, colleges, and universities meant that learners had to learn via online platforms [34]. However, the majority of learners could not afford ICT devices such as smartphones, laptops, and tablets [34]. Furthermore, limited access to the internet and power outages made online learning difficult for many students, particularly in rural areas.…”

Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University

“…For instance, in the presence of internet connectivity, laptops and smartphones are essential tools for lecturers and students to be in touch. Even though most students in developing countries cannot afford laptops, they join classes and access their course materials using smartphones [ 10 , 36 ]. Even though some parts of Zambia have intermittent internet, other parts of the country have reliable internet services.…”

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

“…Challenges included a lack of resources to purchase the necessary equipment required for online learning. 1,3,45 –48 In addition, typically poor internet connectivity, 49 –51 power cuts 52 as well as living in remote areas with often a lack of a learning environment 35,50,53 and poor infrastructure for online learning. 51,54,55 These circumstances have all been cited to impact negatively on this mode of learning.…”

“…1,8 Consequently, most universities in Zambia introduced online learning using Moodle, Google Meet and Zoom to ensure that students continued with their academic activities synchronously and asynchronously. 35 –78 When the COVID-19 threat subsided, and strict social-distancing restrictions including lockdowns were lifted, most institutions of higher learning continued offering online learning in addition to the traditional physical classes, in line with approaches in higher-income countries. 74 Some of the activities that were being, and still offered, through online learning include lectures, tutorials, assignments, tests and theoretical examinations.…”