Insight into online teaching behaviour of lecturers in Zimbabwean universities during the COVID-19 era and beyond: issues and challenges

Abstract

Purpose

This study aims to establish the online teaching behaviour of university lecturers as well as examine issues and challenges for online teaching in universities in Zimbabwe during the COVID-19 era and beyond.

Design/methodology/approach

The study assumed a quantitative approach that employed a structured questionnaire for data collection. Structural equation modelling using AMOS version 22 and independent samples t-test were used for data analysis. Confirmatory factor analysis was used for data purification.

Findings

The results of the study showed that organisational factors, technological factors, pedagogical factors, student factors and the gender of lecturers have a significant influence on the behavioural intentions of lecturers to teach online. The results also showed that the behavioural intentions of lecturers to teach online has a significant influence on the actual online teaching behaviour of the lecturers. The results also showed that lecturers mostly used the WhatsApp platform for teaching. Issues and challenges affecting the online teaching behaviour of lecturers in universities in Zimbabwe were also identified.

Research limitations/implications

The results of this study have implications for policy and practice with regard to online teaching and learning during periods of pandemics and beyond.

Practical implications

The results showed that for effective teaching to be done in universities, universities should not continue focusing on single platforms such as blackboard, Moodle and others, but should allow for a multimedia approach that factors in platforms such as WhatsApp, Google Classroom and others. This will ensure that even universities with limited technology infrastructure will be able to have online teaching occurring.

Social implications

The study demonstrated the influence of gender in online teaching by showing that there are gender differences in the way university lecturers conduct online teaching. This also has implication on teaching and policy as these results demonstrate a need for universities to come up with strategies and policies that ensure despite gender differences, university lecturers should be able to effective teach online.

Originality/value

While the unified theory of acceptance and use of technology has been widely used in research, the current study represents the first opportunity that the theory has been used to establish the online teaching behaviour of university lecturers in the context of Zimbabwe.

Citation

Rudhumbu, N., Parawira, W., Bhukuvhani, C., Nezandoyi, J., Majoni, C., Chikosha, F., Zvokuomba, K. and Chingwanangwana, B. (2021), "Insight into online teaching behaviour of lecturers in Zimbabwean universities during the COVID-19 era and beyond: issues and challenges", International Journal of Information and Learning Technology, Vol. 38 No. 5, pp. 518-539. https://doi.org/10.1108/IJILT-07-2021-0104