An Assessment of Factors Contributing to a Digital Divide in Mainstreaming E-learning in Higher Education — A Selected Case of a University in Bulawayo Province, Zimbabwe

Andrew Mangena

(Faculty of Science and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe)

Abstract: The rapidity in the increase of technology innovation in education together with the sudden welcoming of COVID 19 has caused a need for integrating eLearning as a new learning normal for all. Technology literacy is a 21st Century skill. In the case of Zimbabwe, eLearning has been made mandatory in all its universities as an attempt to continue learning in the crisis situation. Implementation of eLearning 100% in Higher learning has revealed many opportunities to both lecturers and students. As valuable as this implementation has been, one cannot be oblivious of the many downsides associated with attempting to mainstream e-learning in higher education. Most of the problems that arise from mainstreaming revolve from the fact that not everyone has equal access to modern ICT technologies. ICT integration in all learning to some is still fairly new and difficult. A gap is therefore created between those learners who have access to the facilities necessary for e-learning and those who do not. The same fate is also suffered by the lecturers who do not have the resources. Therefore, efforts by the Higher learning institutions, government, NGO’s and various stake holders may need to play a vital role in providing resources to bridge the gap. This paper seeks to make an assessment of the factors standing in the way of fully mainstreaming eLearning in the higher education system in Zimbabwe and hence clearly showing the presence of a digital divide amongst learners and also amongst lecturers. The study was conducted on a case study using of a selected higher learning institution using a qualitative research method. Open ended questionnaires were conducted with members of different departments. These members were chosen using purposive sampling. The study has a great contribution in that it identifies critical issues within higher education that create a digital divide and hence make it difficult to mainstream e-Learning in higher education. These issues if dealt with may therefore bridge the gap in the digital divide and eventually fully integrate and mainstream eLearning in higher education, creating a bright future for African Higher Education.