Institutionalisation of E-Learning in Zambian Schools as a viable alternative to classroom learning

dc.contributor.authorJesu Arockia, Venice
dc.date.accessioned2025-07-23T08:17:11Z
dc.date.available2025-07-23T08:17:11Z
dc.date.issued2025
dc.description.abstractThis study examines the institutionalization of e-learning in Zambian schools as a viable alternative to traditional classroom learning. Using a mixed-methods approach, data were collected from educators, students, and school administrators to assess the current status, challenges, and potential of e-learning integration. Findings indicate that while e-learning offers flexibility, accessibility, and continuity of education, especially amid disruptions such as the COVID-19 pandemic, significant barriers exist, including inadequate infrastructure, limited digital literacy, and resistance to change. The study recommends strengthening ICT infrastructure, capacity building for teachers and learners, supportive policies, and community engagement to promote sustainable e-learning adoption. These insights contribute to educational planning in Zambia, highlighting e-learning as a complementary and transformative mode of instruction for enhancing educational access and quality.
dc.identifier.issn2584-220X(Online)
dc.identifier.urihttps://ds.dmiseu.org/handle/123456789/22
dc.language.isoen
dc.publisherASET Journal of Management Science
dc.subjectE-learning
dc.subjectDigital Education
dc.subjectInstitutionalisation
dc.subjectZambia
dc.subjectSecondary Schools
dc.subjectICT Infrastructure
dc.subjectEducational Technology
dc.subjectDistance Learning
dc.titleInstitutionalisation of E-Learning in Zambian Schools as a viable alternative to classroom learning
dc.typeArticle

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