Abstract
The chapter examines the lessons learnt from implementing blended learning in Zimbabwe's higher education system during the COVID-19 pandemic. It focuses on themes, including technology access, digital literacy, and support for underrepresented groups to promote inclusivity in blended learning. The research underlying this chapter was qualitative and utilised surveys and interviews to gather insights from lecturers and students. The findings highlight obstacles to successful blended learning related to infrastructure and connectivity, digital literacy, and skills of students. These challenges influenced students' ability to utilise online resources and participate effectively in blended learning activities. The study provides several recommendations that can lead to inclusive and equitable blended learning experiences and raise the overall quality of instruction, including enhancing technological infrastructure, facilitating digital literacy development, ensuring accessibility, establishing support programs, and continually assessing and improving blended learning practices.
TopIntroduction
The higher education landscape has undergone a profound transformation recently, catalyzed by the unprecedented challenges posed by the COVID-19 pandemic. Blended learning, an approach integrating traditional in-person instruction with digital resources and online platforms, has come to the forefront, especially during the COVID-19 pandemic. This approach represents the future of education, grounded in the foundational principles of effective learning while serving as a key enabler of inclusivity. This chapter explores the dynamics characterizing blended learning within Zimbabwe's higher education system, specifically focusing on inclusivity and the provision of quality education. Through a comprehensive analysis of the dynamics, we unearth valuable insights that provide a blueprint for molding the future of education into a more accessible, inclusive, and responsive endeavor that can meet the needs of a diverse range of learners. In this case, diversity encompasses gender, ethnicity, socioeconomic, language, and geographical location, among others (Diallo & Maizonniaux, 2016). This is consistent with the shift in inclusive education towards an approach that caters for the needs of a diverse range of learners who may be susceptible to exclusion, regardless of their needs, abilities, gender, race, and socioeconomic background (Kozleski, Artiles, & Waittoler, 2013).
Like their global counterparts, Zimbabwe's higher education institutions faced an urgent need to adapt and innovate as the traditional classroom setting gave way to virtual learning environments. Blended learning emerged as a versatile approach that harnessed the potential of digital technologies and in-person interactions. This chapter seeks to explore how this approach was not merely a response to the crisis but a springboard for positive change; an opportunity to address longstanding disparities in access, bridge technological divides, and enhance the educational experience for all students, regardless of their backgrounds or circumstances.
Inclusivity lies at the heart of discourse in higher education in Zimbabwe. Historically, access to higher education in Zimbabwe has been influenced by a range of factors, from socio-economic status to geographical location. The sudden transition to remote and blended learning during the pandemic further underscored the significance of ensuring that no student is left behind. The introduction of blended learning in Zimbabwe's higher education system has highlighted a range of intricacies and inequalities that demand urgent action. It has exposed existing obstacles related to technology accessibility, digital proficiency, and assistance for underprivileged student groups, which have been amplified by the COVID-19 pandemic.
While research specific to blended learning in the context of Zimbabwe's higher education system is limited, studies conducted in analogous resource-constrained settings have shed light on various challenges. For example, Ndlovu (2018) examined the implementation of e-learning in Zimbabwean universities, identifying issues such as inadequate technological infrastructure, limited internet connectivity, and a deficiency in technical support. Kibirige and Lubega (2019) also explored blended learning practices in African higher education institutions, highlighting challenges related to faculty readiness, student motivation, and pedagogical transformation. These challenges have significant implications for inclusivity and equity, as they can perpetuate existing inequalities of educational access and outcomes.
Quality, an equally critical dimension of blended learning, remained a constant pursuit during times of uncertainty because of the pandemic. The transition to blended learning prompted educators to reevaluate pedagogical approaches, instructional design, and assessment strategies. This chapter delves into the innovative measures adopted to ensure that learning outcomes remain robust and aligned with educational goals. By examining the challenges encountered and solutions devised, we gain insights that can inform the ongoing refinement of pedagogical practices and contribute to the ongoing discourse on quality assurance in blended learning environments.
Key Terms in this Chapter
Equity: Equity in education refers to the principle of ensuring that all students have access to resources, support and opportunities that they need to succeed, regardless of their socioeconomic status, race, gender or other characteristics. It focuses on rectifying historical and systemic disparities to provide everyone with a fair chance to achieve their full potential.
Sustainability: In the context of education, sustainability refers to the ability of an educational approach, institution or system to endure and maintain its effectiveness over time. This includes factors such as maintaining consistent quality, adapting to changing technological and pedagogical trends and ensuring equitable access to education for current and future generations of learners.
Quality Education: Quality education signifies an educational experience that effectively supports and promotes the holistic development of students. It encompasses meaningful learning, relevant content, effective teaching methods, assessment aligned with learning goals and the development of critical thinking, problem-solving and lifelong learning skills.
Online Learning: Online learning, also known as e-learning or distance education, involves the use of digital technologies to deliver educational content and facilitate interactions between teachers and students over the internet. It allows learners to access course material, engage in discussions, submit assignments and complete assessments remotely.
Blended Learning: Blended learning, also known as hybrid learning, involves combining traditional face-to-face instruction with online learning experiences. It seeks to leverage the strengths of both approaches, allowing students to engage in interactive, technology-enhanced activities while maintaining some level of in-person interaction and guidance from educators.
Inclusive Education: Inclusive education refers to a learning approach that aims to provide equal educational opportunities to all students, regardless of their backgrounds, abilities or differences. It involves accommodating diverse learning styles and needs, fostering a sense of belonging and removing barriers that could hinder any student's participation and success in the educational process.
Higher Education: Higher education refers to post-secondary education offered by colleges, universities and other institutions beyond the high school level. It includes undergraduate and graduate programs that provide specialized and advanced knowledge and skills in various academic and professional fields.
Face-to-Face Instruction: Face-to-face instruction, often referred to as traditional classroom teaching, involves direct interaction between teachers and students in a physical classroom setting. This form of instruction allows real-time discussions, immediate feedback and interpersonal interactions.