Abstract :

The study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The sample comprised 25 participants, i.e.,10 pupils, 9 ICT teachers, 2 Head Teachers and 2 specialists from the Curriculum Development Centre (CDC). The study employed purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data were collected using interview guide, focus group discussion and observation checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Data were analyzed using thematic analysis where major themes were drawn and coded. Based on the study findings it is evident that teachers’ experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms. Both teachers and pupils exhibited inadequate skills and knowledge of eLearning software. The study recommended that e-learning preparedness should include training of trainers of ICT, building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, Continuous Professional Development (CPD) for all teachers on e-learning assessment and feedback should be encouraged in all schools. Appropriate digital literacy and pedagogical approaches should be employed in schools to enhance e-learning.

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Keywords :

Teacher perspectives, learner perspectives, ICT infrastructure, e-learning preparedness, pedagogical approaches.

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