The paradigm shift towards online learning during Covid-19 pandemic: an assessment of the attitudes on the learning practices among University of Zambia pharmacy students.

BACKGROUND: The nexus between higher education and digital technology has been extensively studied in the past and recently during the COVID-19 pandemic. This study aims to ascertain pharmacy students' attitudes towards using online learning during COVID-19. METHODS: This cross-sectional study assessed the University of Zambia's (UNZA) pharmacy students' adaptive characteristics, such as attitude, perception, and barriers to online learning during the COVID-19 pandemic. Data from a survey of N = 240 were collected using a self-administered, validated questionnaire along with a standard tool. Findings were statistically analysed using STATA version 15.1. RESULTS: Of the 240 respondents, 150 (62%) had a negative attitude towards online learning. Further, 141 (58.3%) of the respondents find online learning less effective than traditional face-to-face learning. Regardless, 142 (58.6%) of the respondents expressed a desire to modify and adapt online learning. The mean scores for the six domains of attitude (perceived usefulness, intention to adapt, ease of use of online learning, technical assistance, learning stressors, and distant use of online learning) were 2.9, 2.8, 2.5, 2.9, 2.9, and 3.5, respectively. After multivariate logistic regression analysis, no factors in this study were significantly associated with attitude towards online learning. The high cost of the internet, unreliable internet connectivity and lack of institutional support were perceived barriers to effective online learning. CONCLUSION: Although most of the students in this study had a negative attitude toward online learning, they are willing to adopt it. Online learning could supplement traditional face-to-face learning in pharmacy programs if it can be made more user-friendly, have fewer technological barriers, and be complemented by programs that help improve practical learning abilities.

Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University.

The study focused on identifying innovations deployed by lecturers when teaching online during the COVID-19 pandemic at the University of Zambia. The interpretivist worldview anchors the study. Researchers adopted a descriptive qualitative case study design. Purposefully and conveniently sampled lecturers (n = 21) took part in key informant interviews from the university faculties: the school of education, the school of humanities and social sciences and the school of health sciences. Thematic analyses were applied to the data collected using face-to-face and telephone interview schedules. Results show that all lecturers fully know online instruction's possible challenges. Lecturers have devised innovations that are lecturer-oriented, lesson-oriented, resource-oriented and student-oriented in managing online teaching and learning. The success of online teaching in an EdTech low-resourced university depends on the lecturers' desire to learn, the availability of essential ICT devices, the use of open educational resources-OER, the potential of the use of devices and the availability of internet connectivity. However, intermittent internet connectivity, student absenteeism, a lack of primary ICT devices, and EdTech illiteracy persist. External support-such as continuous professional development programs (CPDs), import duty exemptions or corporate sponsorships and donations-should be sought to facilitate online lessons. Innovation in teaching and learning does not only entail high-tech educational technologies but the use of what works best for a community of learners in a particular context. Though focused on Zambia, the study results reflect the situation and experience of universities in other countries with similar characteristics.