Quality Education in Rural Learning Ecologies in Zimbabwe

Introduction

Dube (2021) declares that rural learning ecologies in third-world countries remain disadvantaged concerning the access to quality education compared to their counterparts in urban areas. There are several attributes of rural learning ecologies that adversely affect the access and provision of quality of education. They include a lack of qualified teachers, poor working conditions, poor internet connectivity, lack of electricity, and competing priorities between accessing education and domestic chores (Belay, 2020). These affect the rural learners’ access to quality education as well as academic achievement. The problems of rural learning ecologies are further worsened by the continued under-resourcing of schools. However, adopting an online learning mode for rural learners remains vital. Extant literature reveals that Online learning has improved the access to learning resources during the COVID-19 pandemic period. Therefore, this chapter explores online learning opportunities for quality rural learning ecologies.

The concept of online learning

The concept and practice of online learning are not new in the educational field, but what is new is its implementation in rural learning ecologies. According to Hlalele (2013), a learning ecology is an environment that is consistent with how learners learn. Hlalele further highlights that most rural learning ecologies have low access to online resources due lack of internet connectivity and electricity. However, when online learning is well implemented in rural areas, it has great potential to support deep and meaningful ←1 | 2→learning among rural learners. Online education is viewed as a subset of distance learning that provides more flexible access to educational experiences than face-to-face learning (Liaw & Huang, 2003).

Dube (2021) asserts that online learning has become one of the vital modes of learning during the COVID-19 pandemic period because of social distancing measures. It is no more optional as it used to be during the pre-COVID-19 pandemic era but has become a necessity in every learning ecology. Different countries use different terms to refer to online learning such as ‘web-based learning’, ‘e-Learning’, computer-mediated learning, and virtual learning. Rossi (2009) describes online learning as access to learning experiences via electronic means such as the Internet. Online learning has its roots in distance learning. Moore (2011) notes that the distance, in online learning is not defined by the physical distance but by ‘transactional distance’. Transactional distance is an interaction gap or barrier caused by the physical separation of students from their lecturers. Algahtani (2011) opines that online learning involves learning experiences in synchronous or asynchronous environments using different digital devices with internet access. Abbad et al. (2009), conceive online learning as any learning that is enabled electronically. Online learning has been defined as any web-based learning (LaRose, Gregg, & Eastin, 1998; Keller & Cernerud, 2002). Ngozi, Onoimiuko, and Ebere (2020) posit that the online learning mode provides learners with opportunities to interact with the learning content found in different formats such as videos, audios, word documents, slideshows, and PDFs. In addition, Majumdar (2006) notes that the advent of the online instructional model has changed drastically the learning environment as well as the roles of both learners and teachers. Majumdar (2006) asserts that the major hallmark of this learning transition is the shift from teacher-centred to learner-centred paradigm.

Online instructional model

Algahtani (2011) has identified three distinct ways of using online learning in education, which are the adjunct, blended, and wholly online. The adjunct online learning model is when online learning is used as an assistant in the traditional classroom model (Algahtani, 2011). The blended learning model is the combination of traditional face-to-face learning and online learning whereas the wholly online model is total online learning (Algahtani, 2011; Zeitoun, 2008). Zeitoun (2008) has gone further to sub-divide the wholly online learning model into synchronous and asynchronous learning. The online Instructional Model is shown in Figure 1.1.

Marsh (2012) argues that the teacher’s role has always been central in providing a structured and engaging teaching and learning environment to learners. Thus, the role of the teacher in the online learning environment remains indispensable. Abaidoo and Arkorful (2014) affirm that the online learning model has changed the role of a teacher from being a knowledge provider to that of a facilitator of knowledge construction during the learning. Thus, in an online learning environment, the role of the teacher is to help students to be responsible for their learning. Marsh (2012) notes that the role of a learner has been changed from being a passive learner to an active learner, from a dependent learner to an autonomous learner. This is in line with the contemporary teaching principles which advocate for self-regulated learning.

Benefits of online learning

The adoption of online learning in the education field, especially in rural learning ecologies has several benefits. The benefits include flexibility in terms of time and place. Smedley (2010) posits that the adoption of online learning by learning institutions provides the students with much flexibility in terms of time and place of delivery. Students can access the learning material at any time and from anywhere. Moreover, it provides a more individualised learning experience and personalised learning support, which is necessary for self-regulation (Abaidoo & Arkorful, 2014). Online instruction ←3 | 4→improves communication among students and between students and lecturers through collaboration. Amer (2007) asserts that online learning supports and encourages independent learning. Moreover, online learning promotes the development of 21^st-century skills such as critical thinking, problem- solving, innovation, communication, and collaborative learning. Marsh (2012) says that online learning helps the learner to share learning resources and it promotes learner collaborative learning principles. Marsh further states that online learning increases student engagement in learning. Marsh (2012) argues that online learning can provide diverse ways of learning, thereby allowing different learning styles, as well as greater access to learning. Furthermore, online learning facilitates the construction of a potentially richer learning environment that enhances meaningful learning.