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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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Title: University Students' Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe
Language: English
Authors: Rudhumbu, Norman
Source: International Review of Research in Open and Distributed Learning. Nov 2021 22(4):89-108.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Undergraduate Students, Intention, Persistence, COVID-19, Pandemics, Electronic Learning, Distance Education, Technology Integration, Student Characteristics, Institutional Characteristics, Teacher Characteristics, Correlation, Cultural Influences, Behavior Standards, Social Behavior, Foreign Countries
Geographic Terms: Zimbabwe
Assessment and Survey Identifiers: Computer Attitude Scale
ISSN: 1492-3831
Abstract: 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 ([beta] = 0.325; p < 0.001) and characteristics of the students ([beta] = 0.329; p < 0.001), the lecturer ([beta] = 0.362; p < 0.001), the institution ([beta] = 0.427; p < 0.001), and external stakeholders ([beta] = 0.279; p < 0.001) 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1323502
Database: ERIC
FullText Links:
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  Data: University Students&#39; Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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&#39; 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 ([beta] = 0.325; p &lt; 0.001) and characteristics of the students ([beta] = 0.329; p &lt; 0.001), the lecturer ([beta] = 0.362; p &lt; 0.001), the institution ([beta] = 0.427; p &lt; 0.001), and external stakeholders ([beta] = 0.279; p &lt; 0.001) 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.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 89
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Persistence
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Behavior Standards
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Zimbabwe
        Type: general
      – SubjectFull: Computer Attitude Scale
        Type: general
    Titles:
      – TitleFull: University Students' Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe
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