Abstract:
In light of the global pandemic in the name of COVID-19, many public and private schools
embarked on a journey in accelerating the use of e-learning facilities in service delivery to ensure
the progress of learning for pupils through the introduction of various platforms. The call for
increased use of e-learning platforms was observed to have been met with mixed experiences by
the teachers’ country wide. This study therefore, aimed at comparing the experiences of teachers
regarding e-learning during the covid-19 pandemic at David Kaunda National Stem Secondary
school (public) and Rhodes Park School (private). Specifically, the study investigated the e-
learning facilities used by teachers at both schools, the skills teachers in operating e-learning
facilities for teaching and learning, the measures put in place to ensure the occurrence of e-learning
during the covid-19 as well as the challenges teachers faced in conducting lessons using e-learning
facilities at the aforementioned schools. The study employed qualitative method, were twenty eight
teachers out of forty were purposively selected to take part in the study and data was collected
through a semi structured interview guide and was analyzed using thematic analysis. The results
showed that during the covid-19 pandemic both schools employed different types of e-learning
facilities, David Kaunda introduced Moodle and Rhodes Park created Google classrooms using
the G-suite account and these facilities were accessed using various ICTs such as computers,
laptops, smart phones to mention but just a few. Additionally, findings indicate that before the
introduction of e-learning facilities, most teachers from both schools were computer illiterate but
became better after trainings were conducted on how lessons would be administered to the pupils.
Results, further showed that certain measures were put in place to ensure the continuity of lessons
at both schools such as conducting training for teachers, the procurement of e-learning technology
for teachers like computers and both schools went into partnership with different network
providers who offered to distribute data bundles, MiFis and Routers. Challenges faced were power
cuts, internet connectivity, lack of pupil’s compliance to learn online and lack of personal
computers. The study also made recommendations that, the government should invest more
resources in the acquiring of e-learning facilities in public schools and introduce a mandatory
information and technology program as a prerequisite of obtaining a teachers qualification
(Certificate, Diploma & Degree). Furthermore, management of both schools should embark on a
vigorous long term training of teachers in information and communication technology use in
teaching.
