Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic

Abstract

Face-to-face as a model of instruction is most preferred by instructors in Zimbabwe and particularly those at Great Zimbabwe University. Lecturers at this institution feel more comfortable and confident delivering their content through lectures. Therefore, the transformation from face-to-face instruction to blended learning is a challenge that requires serious academic conversations. Knowles' adult learning theory is utilised in this study to interrogate the preparedness and readiness of both staff and students at the Great Zimbabwe University to pave the way for a pedagogical shift from face-to-face instruction to blended learning in the context of COVID-19 pandemic. The major contention in this study is that the conception of blended learning and its didactical and pedagogical approach is still a problematic transition for instructors at the Great Zimbabwe University. It was concluded that while this may be the case, blended learning could still be a panacea to the problems of the outbreak of coronavirus disease.

Recalibrating teacher training in African higher education institutions: A focus on 21st-century pedagogical challenges

“…Yet, at the Great Zimbabwe University, the shift initially cut off the interactive process between the lecturers and the students. Marevesa and Mavengano (2021), writing about the impact of COVID-19 on education in Zimbabwe, posit that:…”

“…The burden of teaching Linguistics and New Testament Studies virtually Marevesa and Mavengano (2021), writing about the problematic shift from face-to-face to blended learning, contend that [I]t cannot be overstated that the realities of developed and developing nations in terms of educational delivery are not the same since the former are well-resourced and the latter are under-resourced. (p. 242) What does this observation imply for the teaching of Linguistics and New Testament Studies modules at Great Zimbabwe University since the institution has limited resources to support effective online teaching?…”

“…Great Zimbabwe University, just like other HEIs in the country, was unprepared for the abrupt shift to emergency online teacher-training. Universities in Zimbabwe, including the Great Zimbabwe University, are greatly affected by the lack of access to e-learning platforms, lack of ICT hardware, connectivity challenges, power outages and unpreparedness for e-learning (Marevesa & Mavengano 2021). Despite these profound challenges, it is the role of the university administration and the government to ensure there is disaster preparedness in terms of funding, putting in place alternative sources of power like solar panels and generators at the university campus to counter power outages.…”

“…Kurasha (2007) is of the view that technology-based education is critical for national economic growth that will transform the fate of Zimbabwe from its economic quagmire. In this sense, Zimbabwe has a reason to remain optimistic about the emergence of COVID-19 because there is a possibility that a malevolent pandemic will paradoxically welcome educational innovativeness in the form of new modes of instruction and integration of technologies into instructional practices (Marevesa & Mavengano 2021). Thus, the current shift in pedagogical practices in Zimbabwe is very necessary since it was long expected.…”