University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe

Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlig...

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Autor principal:	Norman Rudhumbu
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	flexible learning information and communication technologies online education technology advances technology-mediated distance education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/95cb920d7acc4506904c3e3aa747c821
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spelling	oai:doaj.org-article:95cb920d7acc4506904c3e3aa747c8212021-11-24T22:29:47ZUniversity Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe10.19173/irrodl.v23i1.57581492-3831https://doaj.org/article/95cb920d7acc4506904c3e3aa747c8212021-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5758https://doaj.org/toc/1492-3831 Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students’ behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues (β = .325; p < .001) and characteristics of the students (β = .329; p < .001), the lecturer (β = .362; p < .001), the institution (β = .427; p < .001), and external stakeholders (β = .279; p < .001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities. Norman RudhumbuAthabasca University Pressarticleflexible learninginformation and communication technologiesonline educationtechnology advancestechnology-mediated distance educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	flexible learning information and communication technologies online education technology advances technology-mediated distance education Special aspects of education LC8-6691
spellingShingle	flexible learning information and communication technologies online education technology advances technology-mediated distance education Special aspects of education LC8-6691 Norman Rudhumbu University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe
description	Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students’ behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues (β = .325; p < .001) and characteristics of the students (β = .329; p < .001), the lecturer (β = .362; p < .001), the institution (β = .427; p < .001), and external stakeholders (β = .279; p < .001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities.
format	article
author	Norman Rudhumbu
author_facet	Norman Rudhumbu
author_sort	Norman Rudhumbu
title	University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe
title_short	University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe
title_full	University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe
title_fullStr	University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe
title_full_unstemmed	University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe
title_sort	university students’ persistence with technology-mediated distance education: a response to covid-19 and beyond in zimbabwe
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/95cb920d7acc4506904c3e3aa747c821
work_keys_str_mv	AT normanrudhumbu universitystudentspersistencewithtechnologymediateddistanceeducationaresponsetocovid19andbeyondinzimbabwe
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University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe

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