A Comparative Analysis Of The Experiences Of Teachers In Public And Private Secondary Schools With Regards To E-Learning In The Context Of Covid-19: A Case Study Of Rhodes Park School And David Kaunda Technical High School

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.