Campus and Classroom Based Higher Education: The Effects of Covid-19 on Teaching and Learning in Zimbabwe

Evans Magaisa, Tasvika Moyo, Engelbert Chamunorwa Wilson, George Shava and Makokoro Paradzai Prince
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Evans Magaisa: Department of Construction Economics and Management, National University of Science and Technology, Zimbabwe
Tasvika Moyo: Zimbabwe Republic Police Bulawayo Professional Updating Centre
Engelbert Chamunorwa Wilson: Zimbabwe Republic Police SARPCCO Centre of Excellence, Harare.
George Shava: Department of Technical and Engineering Education and Training, National University of Science and Technology, Zimbabwe
Makokoro Paradzai Prince: Department of Technical and Engineering Education and Training, National University of Science and Technology, Bulawayo, Zimbabwe.

International Journal of Research and Innovation in Social Science, 2023, vol. 7, issue 4, 1259-1266

Abstract: The coronavirus (COVID-19) pandemic significantly affected the mode of delivery in higher education worldwide, with Zimbabwe not being an exception. The goal of this study was to understand how the coronavirus pandemic positively and negatively affected teaching and learning in higher education in Zimbabwe. Literature on how higher education in Zimbabwe has been operating before the pandemic was reviewed. A further attempt was made to understand how COVID-19 changed teaching and learning in higher education institutions in Zimbabwe. In order to understand this, firstly an effort was made to appreciate how the Government reacted in a bid to control the spread of the pandemic. Secondly, the effects of the actions of the government on teaching and learning in higher education institutions were assessed. Thirdly, adaptation techniques adopted by higher learning institutions in order to survive in the new normal situation were probed. The inevitable, new strategies, which include an increase in the use of distance education, e-learning, online teaching, were appraised in order to realize their positive and negative effects on the achieving of student outcomes. The study concluded that the most significant effects of COVID-19 on teaching and learning in higher education in Zimbabwe are delayed syllabus coverage by instructors, compromisation of students’ right to quality education, lack of sufficient resources for standardised learning of students, level of literacy in the computer technology on both instructors and learners and additional costs in learning such as acquiring e-learning gadgets, WIFI and internet accessibility. However, higher education benefited from the emergence of COVID-19 in advanced use of ICT, globalisation in networking by students in various Institutions through online learning and innovation by students through opening of learning forums such as Google classroom and student mobile libraries. The study advocates for continued use of E-learning methods in teaching and learning to counter COVID -19 consequences, adoption of all teaching strategies in Higher and tertiary education and maximum use of ICT in teaching and learning for sustainability. The findings will benefit Ministry of Higher and Tertiary Education, Universities and other institutions of higher learning and research boards in Academic Institutions. Being only based on the review of literature carried out as a snapshot of an ongoing situation, the study recommends an empirical inquiry for further research, to potentially more deeply interrogate the effects of COVID-19 on both students and educators.

Date: 2023
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