Dublin Core
Title
Emergency Remote Instruction (ERI) in Times of COVID-19 Pandemic: Experiences of Educators at Zimbabwean Higher Education Institutions
Creator
Robert Ebo Hinson
Description
As part of COVID-19 containment measures, the World Health Organization
(WHO) declared the rapidly spreading disease to be a pandemic on 11 March
2020, (WHO, 2020), leading to most countries in Africa declaring a state of
emergency. Zimbabwe, in particular, declared a state of emergency on 17
March 2020 and resultantly, higher education and tertiary institutions were
to close operation by 24 March 2020. Universities, college campuses, and
higher education institutions cancelled classes and closed their doors following government directives that aimed to contain the COVID-19 pandemic
(Hodge, 2020). Furthermore, a number of universities worldwide shifted to
online virtual learning, cancelled the spring break period, and advised international students to return to their home countries. While everyone has been
afected by COVID-19, research and experience have shown that of all the
sectors of society, including the education sector, particularly at the tertiary
level, appear to have been most greatly afected and, therefore, require a more
pragmatic approach to resolution (Anifowoshe et al., 2020).
(WHO) declared the rapidly spreading disease to be a pandemic on 11 March
2020, (WHO, 2020), leading to most countries in Africa declaring a state of
emergency. Zimbabwe, in particular, declared a state of emergency on 17
March 2020 and resultantly, higher education and tertiary institutions were
to close operation by 24 March 2020. Universities, college campuses, and
higher education institutions cancelled classes and closed their doors following government directives that aimed to contain the COVID-19 pandemic
(Hodge, 2020). Furthermore, a number of universities worldwide shifted to
online virtual learning, cancelled the spring break period, and advised international students to return to their home countries. While everyone has been
afected by COVID-19, research and experience have shown that of all the
sectors of society, including the education sector, particularly at the tertiary
level, appear to have been most greatly afected and, therefore, require a more
pragmatic approach to resolution (Anifowoshe et al., 2020).