A critical analysis of the implementation of e-learning platforms at selected public universities in Zimbabwe
Authors:   , Munyanyi Richard 
Published: March 2022

This research study set out to critically analyse the implementation of e-learning platforms in the teaching and learning processes at selected public universities in Zimbabwe. A questionnaire premised on ten major e-learning constructs was administered to Heads of Departments (HODs) and students regarding the implementation of e-learning initiatives. The constructs were: attitudes towards e- learning, commitment to the use of e-learning platform, complexity of the e-learning platform, user training, strategy on e-learning implementation, trialability, support and use of ICT resources by students, impact of e-learning, management commitment on e-learning use and its implementation, level of satisfaction, and barriers to e-learning. The questionnaire was administered to 100 HODs and 400 students at the University of Zimbabwe (UZ) and the Zimbabwe Open University (ZOU). In addition, the researcher carried out in-depth face-to-face interviews with the directors of the Information and Communications Technology departments in the two public institutions. The researcher therefore utilized quantitative and qualitative methods by using both questionnaires and interviews. Responses were collated to form a dataset in SPSS from the closed-ended structured questions contained in the questionnaires. The data set was analyzed using the Statistical Package for Social Scientist (SPSS) version 24 for Windows and R 3.6.3. Several statistical approaches were employed to answer the objectives of the study. The following were the major statistical analysis techniques that were utilized: frequency tables, confirmatory factor analysis, explanatory factor analysis, descriptive statistics, t-tests, regression analysis and non-parametric tests (Kendall’s coefficient of concordance). Frequency tables and descriptive statistics were used to generalize the responses of the participants concerning the use and implementation of e-learning platforms in local universities. Descriptive statistics such as correlation analysis were based on the calculated aggregated scores of the constructs of the study. The major findings of the study were that public universities in Zimbabwe have made great strides in implementing e-learning platforms in the teaching and learning ecosystem. The research, however, noted certain factors that were affecting the effective rollout of e-learning in the two public institutions under study. Major barriers to the implementation of e-learning platforms were identified as: inadequate ICT infrastructure, shortage of foreign currency to upgrade the hardware and software, digital skills gap and general attitude and resistance to change. The study revealed that generally, students were more prepared to use technology than their lecturers. Younger lecturers expressed more enthusiasm to infuse technology into the teaching and learning value chain compared to their older counterparts. Other findings were that most lecturers practicing in universities had not undergone basic training on pedagogy and webagogy; lecturers had not produced enough content to migrate 100% of their course content and delivery to online platforms; some students and lecturers still did not trust online learning and preferred blended learning as an alternative. The study found that there was no policy and rollout plan for e-learning implementation in the two public universities. The researcher recommended that public universities should invest more in ICT infrastructure in terms of its acquisition, development and upgrading, enhance digital skills literacy for both lecturers and students, incentivize online teaching and content development, encourage collaboration among public universities as a way of cutting costs, reskill and upskill lecturers, and establish digital transformation centres dedicated to overseeing e-learning content development. Universities were urged to collaborate in the e-learning field so as to share knowledge, software and experience. A call was made for universities to share ICT infrastructure and apply for a free operating internet license and special spectrum for e-learning from the regulator Postal and Telecommunications Regulatory Authority of Zimbabwe (POTRAZ) so as improve internet access and affordability.