Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Abstract

The study investigated educational innovations in universities in South Africa and Zimbabwe respectively using a desktop research design. Only peer reviewed journal articles were considered to solicit data on educational innovations and challenges that these institutions faced and examination management online. Thirty-five articles were originally obtained and were reduced to nineteen after filtering them to relevant themes linked to the topic under consideration. The results showed that most of the universities were not utilizing digital tools available to them, and the usage only accelerated during the COVID-19 pandemic. Internet infrastructure, user capability, data bundle cost, erratic power supply, personal electronic devices and home space were among the challenges that hindered smooth running of online teaching. Examinations were difficult to manage under the uncertain conditions. Universities have a lot of work to do to ensure that migration from face-to-face teaching to online platforms sufficiently, effectively, and efficiently take place.

1. Introduction

COVID-19 pandemic had shaken the world in unprecedented way and most traditional model across industries has been seismically challenged. Demarcated by technological infrastructure, economic performance, soft skills development, and agile leadership in responding to these changes was obviously different, with the rest of national governments declaring global disaster, rendering the world standstill. The world pondered what have hit it, strived to build resilient solution to protect business and life of its society. Education was dramatically affected; face to face learning was rendered impossible. Establishing e-learning platforms was not an easy switch because of financial constraints, hardware and software infrastructure and capabilities of users (both students and lecturers). This book chapter seeks to investigate the challenges that institute of higher learning responded to these challenges in South Africa and Zimbabwe respectively. The study took desktop research from the publication ranging from year 2020 to October 2022.

2. Background of the study

Ninety nine percent of the global students were disrupted and most of the educational institutions of higher learning closed specifically in lower-middle income nations [1, 2]. Interestingly, Africa Higher institutions of learning struggled to adapt to the new normal because of infrastructural, computing equipment deficiency as well as lack of technological resources [3]. Access to technology, innovative capacity and organizational strategy to knowledge translation is posited as major areas to focus on future studies [3]. This study is motivated to gain more focus on educational sustainable innovations implemented during the COVID-19 pandemic. COVID-19 brought the world to a standstill and threatened human life, forcing government to implement stay at home strategy [3, 4]. Businesses, schools, and Higher education institutions were closed while national governments crafted sustainable solutions to contain the disease. Organizations grappled to innovate and implement strategies that promote work from home strategy to minimize face to face contact, and universities were not spared either.

3. Problem statement

COVID-19 has challenged many organizations’ agility in responding to national disasters. Institutions of higher were forced to close and educational assessments were challenged and the authenticity of graduands during this period was highly questioned [4, 5, 6]. Many innovations were implemented including use of social media, Televisions, zoom., Microsoft teams, google teams to disseminate information that could of more importance to knowledge sharing between the instructor and student. However, the cost of internet, internet devices and the ability to use this technology were major obstacles to use e-learning for universities [4, 5, 7]. Given such interesting insights, the current study seeks to investigate the technological innovations that universities implemented during the Corona virus pandemic period. The Digital divide, internet infrastructure, data band width, user capacity, and computer devices are posited as some of the challenges universities faced during the COVID-19 era [8, 9, 10]. Additionally, the study focused on challenges that hindered e-learning operations. Desktop literature review was implemented to solicit data in the context of Zimbabwe and South Africa universities respectively.

4. Research questions

Research question 1: What are the educational innovations that were implemented during COVID-19 pandemic by South African and Zimbabwean Universities?

Research question 2: What are the challenges encountered by both the students and lectures in effectively carrying out e-learning sessions?

4.1 Sub question

How were the examinations monitored during this COVID-19 pandemic?

To answer these questions a systematic literature review was conducted in the context of the two geographical locations.

5. Literature review

5.1 Educational innovations

Globally universities implemented numerous digital innovations to migrate from face-to-face to online teaching [11]. Technologies that were commonly utilized were these among others: Moodle, Blackboard, Zoom, Google Classroom, Google Meet, Skype, Google Forms, Calendars, G-drive, Google Hangouts, Google Jam Boards, Drawings, YouTube Live, WhatsApp, Instagram, Twitter, Facebook Live and WebEx [12, 13].

One of the universities in Zimbabwe reiterated that google classroom was most common used virtual platform; however, it was abandoned because of service overload and interruption which led to WhatsApp as an alternative learning platform [4]. The author also revealed that Zoom gained prominence regardless of high costs associated with conducting lectures on the virtual platform. In South Africa students who are categorized as rural contingent used email and university websites as a medium of communication during the pandemic and implementation of virtual classroom became very impossible [5]. Despite the challenges of network disruptions some of the institution in rural set up implemented WhatsApp, blackboard and YouTube to conduct lectures [5]. Similarly, Moodle platforms, social media (WhatsApp, Facebook, YouTube) and zoom were asserted as potential innovations that universities could possibly implemented during the pandemic regardless of digital divide criticality [9]. Use of webinars, video conferencing and WhatsApp platforms were innovative measures taken by one of the South African universities to deliver psychometric lectures [10].

Challenges of face to face lessons were totally disrupted because of the lockdown measures announced by the government for students to vacate the university premises except for the foreign students who could not travel during the pandemic period [14]. In South Africa, universities introduced zero based data facility to help both the lecturers and students to use online resources [14]. The author also revealed that educational innovations such as the virtual and augmented reality, flipped classrooms, social media-based platforms (Facebook), teleconferencing (Skype, Zoom, GoToMeeting and WebEx) were common educational innovation implemented during the pandemic. Despite the fact that many universities in Africa have Moodle as e-learning management systems, the inadequacy of the platforms to students needs were the song of the day [15].

In the Zimbabwean context, pre-COVID utilization of learning management systems such as SAKAI, Blackboard and Moodle was at a slow rate compared during the pandemic where e-learning utilization gained traction [16]. The same authors claimed that universities resorted to digital technologies such as electronic mail (e-mail), WhatsApp, telephone, video-conferencing techniques to communicate and conduct learning sessions. WhatsApp integration into pedagogical tool was found to be useful and convenient for both the lecturers and students in Zimbabwe higher institution of learning [17, 18]. WhatsApp was familiar for social connection tool where users share societal issues rather formal business information. The costs associated with WhatsApp usage (data bundle) was the major reason universities used it for teaching and learning purposes [19]. Despite slight differences in technological innovations used in South Africa and Zimbabwean universities respectively, the study continued with probing the challenges that led to selected technological choices.

5.2 E-learning challenges faced by South African and Zimbabwean universities

In Zimbabwe most of challenges that universities faced to conduct e-learning were poor ICT infrastructure, incapacitated users, lack of top management support to implement digital technologies, unstable and unreliable data bandwidth [11]. Similarly, In south Africa, university rural students were faced with erratic internet connectivity, short supply of electronic devices, Lack of internet accessibility infrastructure, user computer skills and expensive data bundles [8]. Echoing the same sentiments, digital skills, internet speed, cost of internet data and non-availability of appropriate hardware were found to be major challenges failed to implement google class e-learning in Zimbabwe [20]. Demographic factor of gender favored male lecturers compared to female counterparts, in terms of ability to teach online which attributable to years of experience in the teaching field [11]. Students pointed out that home was never conducive for e-learning because of lack of space in addition to non-possession of electronic gadgets such laptops, iPad etc. [4, 21]. Using the Capability approach, in investigating disabled students during COVID-19, certain challenges were revealed. The challenges include lack of social interactions and low levels of concentration [22]. Furthermore, students with physical impairment in South Africa higher institution of learning faced accessibility of software and internet infrastructure at home [23]. Therefore, University grappled to find quick solutions that ensure total inclusiveness of students’ categories across faculties in terms of setting up e-learning remotely. Human being social animals meeting online was made difficult for numerous reasons; lack of skills operating the online resources, undesirable home facilities and space as well as poor ICT infrastructure in homes [24]. Load shedding was also implicated in online teaching failure [25]. Overhauling these challenges, it is interesting how universities managed examination to access students’ application of knowledge before graduating them. The ensuing paragraphs focus on that perspective.

5.3 Examination management during COVID-19 pandemic

In primary and secondary educational levels examinations was prioritized to examination classes where COVID 19 health protocols must be followed to minimize the spread of the disease [26]. In the case of universities, open book case studies were conducted online with limited time frames of between 4 hours to six hours of exams specifically in South Africa [27]. The author went on to reveal that there was no difference in performance when students wrote examinations under tight control conditions and coursework marks that were considered in the year 2020. Time allocation, student cheating, Internet connectivity and ICT department support were challenges in conducting and managing exams online [25]. The possibility of students writing exams in a group and submitting same scripts were more often common and aggravated with poor internet connectivity and time allocations [25]. Online examination authenticity proved flawed and suggestions such as the use of biometrics and remote proctoring software in the form of an Invigilator App to monitor and maintain integrity of the online examination is strategical future remedy [25]. ICT infrastructure and poor connectivity also posed challenges to both the lectures and student during online examinations [28]. In addition, students demonstrated changed examination structure that was composed of difficult questioning regardless of open book nature [28]. Application of concepts and theory was highly demanded, and past exams papers could not match the new demands. In Zimbabwe online examination were not successful because of the following reasons; non-availability of data (students and lecturers), poor internet connectivity, lack of ICT support and lack of personal electronic gadget [29].

6. Methodology

Desktop research was undertaken to obtain data for the study. It also referred to as secondary research. When using desktop research, the collection and analysis of data originates from existing data sets, reports, and documents, usually compiled by other persons or organizations. Peer review journals from Science direct, Scopus and google scholar were used to carry out the research study. The search was done using search keywords like ‘covid-19 innovations, “Educational innovations” and “university innovations”. The study targeted all South African and Zimbabwean universities both public and private owned respectively. For ethical reasons, particularly related to the protection the identity of the universities under study, pseudo names were used wherein universities were referred to as University A, B, C and so on. Data sources from social media was totally ignored. Thirty-five articles were originally obtained and were reduced to nineteen after filtering them to relevant themes linked to the topic under consideration. The journal articles were written by international, South African, and Zimbabwean authors focused on educational innovation, Challenges and opportunities posed by digital or online teaching and management of online examination during the COVID-19 pandemic.

7. Discussion of the findings

7.1 Research question 1: what are the educational innovations that were implemented during COVID-19 pandemic by South African and Zimbabwean universities?

Considering all technological advancement proliferation across the globe there was common effort to use them, but issues of ICT infrastructure was the point of difference. For example, University A in south Africa suggested that use of 4th industrial revolution technologies such augmented reality, virtual reality, and robotics in managing virtual classes or online classes [14]. However, erratic electricity and poor ICT infrastructure disrupted the potential of operating artificial intelligence based technologies in higher institution of learning in South Africa [25]. The common innovations in South Africa universities innovations were zoom, Microsoft teams, emails, blackboard, Moodle, and other Wed based learning Management systems and to a lesser extent WhatsApp [5, 10, 13]. In Zimbabwe innovations that were implemented are these among others; google class, zoom, email, universities websites, and WhatsApp platforms [9, 18, 19]. The innovations available in both countries were the same however the implementation was determined by cost of data, ICT infrastructure, availability of electronic gadgets and many other factors. It is evident from the literature that innovations in developing countries are still lagging compared to their developed counterparts. This will lead us to the next research question.

7.2 Research question 2: what are the challenges encountered by both the students and lectures in effectively carrying out e-learning sessions?

The challenges faced by both South African and Zimbabwean universities in successfully implementing the online lectures were similar. Poor network bandwidth [11, 23], personal electronic gadgets [4, 21], loadshedding [25] and user capability [8], lack of internet infrastructure [8], restricted home space [21, 22, 24] and cost of data bundles [8, 20] were the most common challenges coined in the reviewed publications. These challenges exacerbated the digital divide gap between the rich and poor [8] and problems of power generation in Southern Africa interrupted online lectures and rendered great challenges in disseminating information between students and lecturers [25]. Universities were caught unprepared with the pandemic and accelerated use of digital tools for pedagogical purposes. However, students and some of the lecturers were not accustomed on how to use the technological innovations. Additionally, the internet infrastructure, software and hardware were drastic challenges to operate online learning sufficiently and efficiently.

7.3 Sub question- how were the examinations monitored during this COVID-19 pandemic?

Running examinations, the traditional way became very difficult as universities totally closed for a longer period. Universities were forced to innovate and run open book exams online where application of epileptological and cognitive difficulties challenged students to finish the exams on allocated time [25]. Issues with examination cheating and sharing of answer sheet using technologies such Bluetooth and mobile devices took tall. Despite efforts by South African universities to run online examinations, literature showed that they were difficult to manage from perspective of student cheating, lack of technological skills by students to upload their answer sheets and lack of support from ICT department [25]. In Zimbabwe, online examination online was at larger extent a failure because of data cost and connectivity [29]. Generally, managing and running examinations online caused a lot of challenges and provided learning curves for most the universities. Perhaps this may raise many questions on the pass rate of students on exams to consolidate their final course mark.

8. Recommendations

The results revealed that universities in South Africa and Zimbabwe have online technologies that should be useful in disastrous period. The implementation of these technologies during normal times was partially done. This has contributed to user capabilities problems, exacerbated by infrastructure challenges both in software and hardware at institutional level and domestically at residential homes. Obviously running online lectures and examination became a big challenge. Looking at these scenario universities are encouraged to set up technological infrastructure that can promote easy migration from face to face to virtual lessons. Universities must make use of available digital tools and enhance training to students to familiarize with online learning tools. Advanced proctoring apps, biometrics and robotics may successfully be implemented in managing virtual interactions, teaching, and manning examinations.

9. Further area of research

The current study undertook desktop research using peer reviewed journal articles eradicating other publication sources such as university websites, social media, and magazines. Future studies could use these data sources. Empirical research using interpretive and positivism epistemology and ontology may bring interesting results to compare the two geographical areas. Another futile area of study is carried out a survey on actions universities are taking post COVID-19 era.