Show simple item record Vurayai, Simon 2023-10-30T12:05:15Z 2023-10-30T12:05:15Z 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (2) (2023) en_US
dc.description.abstract This study examined the content and reasons for the resistance to the implementation of online learning in secondary education in Zimbabwe in light of the lessons and experiences from the COVID-19 pandemic. The study employed a systematic literature review as its methodology that relied exclusively on secondary data. The Overcoming Resistance to Change (ORC) model was exploited as a desirable model for the review, findings, and recommendations. The study found that online learning as a pedagogical innovation is and has been resisted by stakeholders such as teachers, parents, and learners due to factors like poor communication, unpreparedness, education, and training. Other factors like isolation, costs, fear, vested interests, ingrained habits, and workload also compounded and increased the magnitude of resistance. The study recommended the need to overcome resistance to the implementation of online learning by proposing strategies such as education and communication, participation, negotiation, resource provision, and positive soft power en_US
dc.format.extent 11 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Innovation en_US
dc.subject Online Learning en_US
dc.subject Overcoming resistance to change en_US
dc.subject Resistance en_US
dc.subject Secondary education en_US
dc.subject.lcsh Computer-assisted instruction en_US
dc.subject.lcsh Technological innovations en_US
dc.title Resistance to online learning in Zimbabwean secondary schools : the content and seasons en_US
dc.type Article en_US

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