Students say online learning is not accessible to everyone

E-learning, which has become the main teaching and learning modality since the closure of universities in March, is only a good option if everyone is able to access it, according to Zimbabwean students attending a recent virtual dialogue about the impact of lockdown on students facilitated by the Youth Empowerment and Transformation Trust (YETT).

The virtual dialogue, “The impact of lockdown on students: Engaging government on the recovery of the education sector in the context of COVID-19”, was held on 5 June as part of YETT’s Student Academic Freedom Regional Advocacy Program (SAFRAP).

Seventy-two students from 14 institutions of higher and tertiary learning in Zimbabwe, 22 SAFRAP partners, five representatives from the parliamentary Portfolio Committee on Higher and Tertiary Education, two representatives from the Ministry of Higher and Tertiary Education, Innovation, Science and Technology, and four higher and tertiary education administrators participated.

Speaking to University World News, Andrea Medaas, a YETT programme advisor, said the initiative was aimed at creating a platform “for students to better understand the current situation and to dialogue with higher and tertiary education policymakers so that they could gather information on the response to COVID-19 and provide input on the way forward".

She added that the dialogue achieved its objective as it generated recommendations that seek to address the challenges students and institutions are facing as a result of the COVID-19 pandemic.

Access to internet, data

Among the major problems highlighted was access to internet networks, and data costs. Students reckoned that e-learning was only a good option to learning if everyone is able to access it. Many students residing in rural and other remote areas find it difficult to access e-learning platforms.

They often have to travel long distances to do so, endangering their safety and well-being in the process, the meeting heard. A sizable proportion of students do not have smartphones and laptops which are needed to access the internet and to utilise e-learning tools.

“Online learning is exposing the social differences between students. Being financially unstable is now a hindrance to most students exercising their right to education," said one student.

Erratic power supply was cited as another major challenge. In Zimbabwe, electricity is seldom available during the day. Students have to study during the night and are often unable to keep up with their academic workloads.

Students living with disabilities also voiced concerns, arguing that e-learning is inaccessible for many of them. Students that have impaired hearing or vision, for example, often cannot access and use content provided through WhatsApp or other e-learning platforms.

Internship students pointed out that they are among the most affected by the pandemic. Many of them failed to secure attachment placements, while others are facing difficulties in completing their internships as contracts are being terminated as many companies are not fully operational or have ceased operations due to COVID-19.

Concerns were also raised about courses and programmes that require practical training in laboratories or hospitals, such as natural sciences, engineering and medicine.

The proposed re-opening of institutions for exams was sharply criticised by participants as it puts students and lecturers at a greater risk of infection.

Concerns over reopening of campuses

On 22 June, Minister of Higher and Tertiary Education Professor Amon Murwira announced that Zimbabwean universities and colleges will reopen on 13 July after three months of continuous closure.

Lindiwe Maphosa, representing the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, expressed her empathy for and understanding of the students’ challenges, agreeing that it was a difficult and demanding time for students.

She said the ministry and institutions are working with service providers to come up with long-lasting affordable solutions to network costs. "The ministry has received offers of free access to Wi-Fi in Telecom Edu Zones, as well as cheaper Wi-Fi solutions for students and lecturers at home from Liquid Telecom. NetOne also offered to provide data access at all institutions," said Maphosa.

Legislator for Hwange Central, Daniel Molokele, who is the chairperson of the Parliamentary Portfolio Committee on Higher and Tertiary Education, said the committee would prepare a position paper concerning the situation facing students and would engage the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development on the issues.

Other members of the committee added that reopening universities should not be rushed and students and lecturers should not be put at risk as a delay in graduation is unlikely to have a negative effect on students’ employment careers.

University World News was told in a follow-up interview with Mushayi, acting chair of the portfolio committee, that the committee had met on 22 June to receive oral evidence from the minister on the preparedness of universities to open for exam sittings only. “The presentation was comprehensive, covering all aspects from PPE, social distancing, sanitisation, accommodation and catering", said Mushayi, adding that the committee’s report is still being compiled before it can be presented to parliament.

In their contributions, lecturers also expressed concerns about returning to universities in order to access Wi-Fi as there are no testing measures in place. They say they also face problems in using e-learning tools as they do not have either the required technology or expertise.

Recommendations by students

The students who participated in the virtual dialogue recommended that stakeholders should:

• Enhance and improve the availability of internet networks and power across the country and bring necessary infrastructure to rural and remote areas;

• Open institutions only when they have developed comprehensive health and safety strategies including social distancing, sanitisation, provision of personal protective equipment as well as regular testing;

• Follow-up with students on attachment to understand how COVID-19 has affected their experience and develop schemes to protect contracts;

• Engage other universities in the region to get suggestions on how to cope with the current situation;

• Provide training and guidance for lecturers and students on using e-learning platforms;

• Develop remote learning solutions for students living with disabilities; and

• Engage students through surveys and consultations to find ways to continue teaching and learning in the current crisis.