Authors : Ncube Ngonidzashe; Phiri Irene; Mbuwa Gracious; Mukombe Cosmas; Yedwa Shepherd; Maponda Fadzai Maria; Gwevera

Volume/Issue : Volume 7 - 2022, Issue 10 - October

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/3zygY06

DOI : https://doi.org/10.5281/zenodo.7269300

Abstract : The research focused on evaluating the use of e-learning platforms by student teachers and lecturers at a teacher education institution in Zimbabwe. The study employed interviews to gather data and tables to show data since it used mixed method to research. The study included a sample of 30 students from three intakes. Intake 23 (this cohort was in their final year of the course), Intake 24 (cohort on term seven), and Intake 25 (cohort on Teaching Practice Attachment) along with one lecturer from the department of information and communication technology (ICT) and ten lecturers from other departments in the college. Participants were randomly selected. The study established that e-learning platforms were not effectively used due to lack of ICT tools, financial challenges, lack of knowledge, poor connectivity, poor supporting culture and unfamiliar e-learning platforms. WhatsApp platform was popular among both students and lecturers. Both lecturers and students had challenges in accessing e-learning platforms. The study suggested that use of other e-learning platforms could be improved through donations of more ICT tools to tertiary institutions, provision of cheap e-learning data bundles by the service providers, conducting ICT workshops with both lecturers and students, and installation of more network transmitters in all areas of Zimbabwe. It also recommended that teacher education institutions subscribe to several e-learning platforms

Keywords : E-Learning, Technology