Challenges and Opportunities of Migrating to Online Teaching and Learning In Zimbabwe In the Face of Covid-19

the Case of the Catholic University of Zimbabwe

Abstract

The study assesses the challenges and opportunities of migrating to online teaching and learning in Zimbabwe, in the face of the COVID-19 pandemic. Undertaken at Catholic University of Zimbabwe (Chinhoyi campus), the objective is to generate knowledge for improving evidence-based decision making in mitigating, preparing for, and responding to the pandemic. The study is a qualitative, descriptive research, whose aim argues that, though online education might have been prompted by the advent of coronavirus, the online teaching and learning is here to stay. Based on the findings from the literature review, one of the determinants of a sustainable e-learning program in education in Zimbabwe could be the availability of reliable infrastructure such as, internet access to provide opportunities for synchronous interactivity. The study suggests that stakeholders should investment in e-learning facilities. In the presence of appropriate technological tools, uninterrupted electricity and better access to the Internet - educators and students will be better able to implement e-learning programs in learning institutions. The study has found that real learning should be learner centered, with the instructor offering guidance. The study concludes that on a lighter side, COVID-19 could also be viewed as a blessing in disguise.