Online Learning Modes and Learners' Safety Concerns in Zimbabwe's Marginalized Schools

Abstract

Online learning has greatly influenced teaching and learning into interactive and collaborative approach. It is against this background that descriptive survey design was employed to gain an indepth insight on online learning implementation. Sample comprised 20 parents/guardians, 20 teachers and 15 secondary school students who were randomly selected. 5 I.T experts were purposively selected for the study. Semi-structured interviews and focus group discussions and online survey were administered. Descriptive statistics were used to analyse quantitative data while qualitative data was manually analyzed according to emerging themes. MLT and TAM formed the lens through which this study was observed. Findings revealed that online implementation was an important component in this information age in Zimbabwe as it facilitates ubiquitous learning environment. Findings also show that to a large extent stakeholders were not aware of online learning policies that govern learning activities. Furthermore, online activities showed some aspect of negative unhu/ubuntu in the community under study. Findings also revealed that integration of online learning face challenges such as lack of appropriate technological gadgets, exorbitant data and inappropriate technological knowledge and skills. Parent-teacher engagements during online learning activities were among strategies cited to reduce challenges. Therefore, the study recommended that training and workshops as well as designing systems that monitor learners online in learning institutions are an integral component in communities. The study suggests that further studies, which includes urban and rural location be carried so as to come up with an all-encompassing insight pertaining to best practices that enhance safety of learners online.