Strategies Used to Teach Online in An Edtech Low Resource Environment during COVID-19: A Qualitative Case Study of the University of Zambia

Lufungulo, Enala Sharon; Mwila, Kennedy; Mambwe, Elastus

doi:10.2139/ssrn.4293326

Cited by 3 publications

(5 citation statements)

References 12 publications

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“…To this end, EdTech should be implemented with good planning to complement and support teachers. Several studies conducted during the pandemic period demonstrated that the abrupt implementation of EdTech overburdened many teachers and further highlighted the digital divide (Joshi et al, 2021; Lufungulo et al, 2023; Oliveira et al, 2021). Sancho‐Gil et al (2020) emphasize that the implementation of EdTech should consider the economic, social, and cultural context in which each educational institution is inserted, ethical issues and conflicts of interest, and medium‐ and long‐term planning.…”

Section: Framework For the Development Of Qe Through Edtechmentioning

confidence: 99%

Toward quality education: Contributions of EdTech to the achievement of the fourth United Nations sustainable development goal

Costa,

de Brito Silva,

Espuny

et al. 2023

Sustainable Development

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Quality Education (QE) is the fourth Sustainable Development Goal (SDG 4) established by the United Nations, which seeks to ensure quality, inclusive, and equitable education for all. Despite its importance in facing the challenges of society, QE is not offered to the population equitably and democratically, especially to the most vulnerable people and those living in remote areas. In this regard, the use of Educational Technology (EdTech) has been encouraged to improve the teaching‐learning process and promote the achievement of SDG 4. This work proposes a framework containing recommendations for EdTech to contribute to the development of QE. The framework was developed from the systematization of pillars related to the main EdTech categories identified through the content analysis method. The main scientific contribution of this work is the deepening and broadening of the theory that associates EdTech with QE, providing new bases for the further development of research on the subject. This work also contributes to the development and achievement of SDG 4 through the framework with recommendations for democratizing access to education and improving students' academic performance.

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Section: Framework For the Development Of Qe Through Edtechmentioning

confidence: 99%

Toward quality education: Contributions of EdTech to the achievement of the fourth United Nations sustainable development goal

Costa,

de Brito Silva,

Espuny

et al. 2023

Sustainable Development

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“…In view of this, Lufungulo et al, (2022) rightly argue that for online teaching to be successful in an education technology (EdTEch) low resource environment such as Zambia, there is need to among other things, provide basic ICT devices, internet connectivity and access to open educational resources (OER). Further, it is important for learning institutions to provide education technologies to lecturers and students to enhance the teaching and learning experience online.…”

Section: A Digital Readinessmentioning

confidence: 99%

“…However, the situation is complicated by the lack of resources to provide for this. This is where external support such as corporate sponsorships become essential (Lufungulo et al, 2022).…”

Section: A Digital Readinessmentioning

confidence: 99%

“…Following the identification of the virus, its rapid spread in China since late 2019, and its subsequent classification as a global pandemic by the World Health Organization (WHO) in March 2020, institutions of learning across the world had to conform to various national and international responses or strategies, such as widespread institutional shutdowns and the migration to online and distance formats. Faculties, departments, or schools in universities across the world took different adaptive actions to mitigate the disruptions to the curriculum (Lufungulo et al, 2022;Mudenda et al, 2020;Sturgis & Lamb, 2021;UNESCO, 2021).…”

Section: Introductionmentioning

confidence: 99%

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What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

Mambwe

2023

Preprint

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This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching of journalism, mass communication and media studies courses in the wake of the globally menacing pandemic, within the context of a country in the global South with limited resources and a traditional approach to journalism education. I put together thoughts from reflexive autoethnography based on my professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six points of reflection or lessons, namely: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including in journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programmes can be conducted in times of crisis. In addition to these observations, the paper argues for a wholistic approach to digital transformation to address many of these and other challenges.

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“…Yan and Li (2023) pointed out that digital education technology has the potential to ignite students' intrinsic motivation, prompting them to engage in learning more enthusiastically, and ultimately augmenting their cognitive skills. Lufungulo et al (2023) suggested some EdTech innovative approaches and strategies centered around lecturers, lessons, resources, and students, employed by educators when conducting online teaching in a resource-constrained university environment. These can play a crucial role in effectively managing the challenges of online teaching and learning.…”

Section: Literature Reviewmentioning

confidence: 99%

A Study of Educational Technology Startups in India

Rawat,

Sharma

et al. 2022

JTMGE

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Background: EdTech startups are shaping the Indian education industry with the aim of making education truly interesting. The covid-19 pandemic has affected all businesses except EdTech sector. EdTech industry is among those sectors that has observed rapid growth during covid-19. EdTech startups has witnessed a flood of users, funding, and stakeholders like never before. All these reasons make EdTech an interesting topic to study. In order to know EdTech, this study makes an attempt to carry out sentiment analysis of customer reviews on apps of leading educational technology (EdTech) startups. Purpose: The objective of this paper is to study the sentiments of people towards different EdTech startups in India. The objective is achieved by conducting sentiment analysis of app reviews of three leading EdTech startups operating in India. Methods: The study uses qualitative research where descriptive research design is used. Data is collected in the form of consumer app reviews from google play store. Reviews were taken for last six months. Total sample of 750 reviews were taken in the study which include 300 reviews for Byju’s learning app, 220 reviews for Unacademy and 230 reviews for Physicswallah. Purposive sampling is applied in this study. Sentiment analysis techniques is applied with the help of Azure Machine Learning MS Excel add-in. Results: The results of the study suggest that majority of users have negative sentiments towards Physicswallah app, Byju’s learning app, and Unacademy learner app. Conclusions: The results of this study would be useful to predict people sentiment about Edtech startups apps. The findings of this study give information to management of Edtech startups about positive or negative opinions of their application users so that they can develop strategies exclusively. Further research can include greater number of reviews and also consider demographic data of the reviewers.

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Strategies Used to Teach Online in An Edtech Low Resource Environment during COVID-19: A Qualitative Case Study of the University of Zambia

Cited by 3 publications

References 12 publications

Toward quality education: Contributions of EdTech to the achievement of the fourth United Nations sustainable development goal

Toward quality education: Contributions of EdTech to the achievement of the fourth United Nations sustainable development goal

What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

A Study of Educational Technology Startups in India

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