ENHANCING TEACHING AND LEARNING OF OPEN AND DISTANCE LEARNING (ODL) STUDENTS WITH DISABILITIES USING DIGITAL TECHNOLOGIES AT UNIVERSITY, ZAMBIA

Authors

  • Rose Chikopela Zambia Institute of Special Education, Lusaka, Zambia
  • Daniel Ndhlovu University of Zambia, Department of Educational Psychology, Sociology and Special Education Lusaka, Zambia
  • Joseph M. Mandyata University of Zambia, Department of Educational Psychology, Sociology and Special Education Lusaka, Zambia
  • Daniel L. Mpolomoka Zambian Open University, Research and Consultancy Unit, Lusaka, Zambia
  • Sophie Kasonde-Ng’andu University of Zambia, Department of Educational Psychology, Sociology and Special Education Lusaka, Zambia

DOI:

https://doi.org/10.46827/ejoe.v7i1.4119

Keywords:

digital technology, students with disabilities, learning, teaching, university

Abstract

Technology is highly valued in modern day teaching and learning especially when it comes to imparting knowledge to students with disabilities. This paper presents the findings of a study that sought to establish the emerging and digital technologies being used to enhance the teaching and learning of ODL students with disabilities at Nkhruma University. The study used a case study design. The population comprised all students with visual and hearing impairment under ODL and their lecturers. A total sample of fifty-five (55) participants was employed and snowball sampling technique was utilized. The instruments used for data collection were interview guides and observation schedules. Data was analyzed thematically. The findings revealed that emerging technologies such as the use of information and communication technology were used by both students with visual and hearing impairment to learn effectively and lecturers to teach effectively. It was also revealed that digital technologies such as computers, cell phones, and Ipads were used during the lectures for effective teaching, easy access to materials and information. It was further revealed that some students with disabilities and lecturers were not well oriented on the use of modern ICT tools. Based on the findings of the study, it was recommended that the institution conducts technology-biased capacity building workshops for all ODL lecturers.

Author Biographies

  • Rose Chikopela, Zambia Institute of Special Education, Lusaka, Zambia
    Rose Chikopela (PhD) is a Senior Lecturer at Zambia Institute of Special Education in the Department of Hearing Impairment. She has 13 years of professional experience in research and lecturing in the field of Special Education, Guidance, and Counselling. She has also published various articles in local and international refereed journals.
  • Daniel Ndhlovu, University of Zambia, Department of Educational Psychology, Sociology and Special Education Lusaka, Zambia
    Daniel Ndhlovu (PhD) is a Senior Lecturer at the University of Zambia, member of the Special Education Association of Zambia, and a former President of the National Guidance and Counselling Association of Zambia (NAGCAZ). He holds a Doctor of Philosophy in Special Education, Master of Education in Special Education, and Bachelor of Education in Special Education from the University of Zambia. He also has a Diploma in Guidance, Counselling and Placement, Secondary School Teachers’ Diploma, and Certificate in Accounts and Business Studies. To his credit, he has 37 years of teaching and administrative experience at the secondary and tertiary levels of education. He has served as Assistant Dean Postgraduate in the School of Education whose main responsibility was to coordinate postgraduate activities including their research. He has also served as Assistant Director responsible for postgraduate studies for the University of Zambia in collaboration with the Zimbabwe Open University at the Institute of Distance Education. He is a member of the University of Zambia Senate. He teaches Research Methods in Education, Guidance, and Counselling in Special Education. He has supervised more than 100 masters and PhD students who have graduated and have joined the labour market in employment. He has also been a consultant for local and international NGOs. He has also been a team leader on various assignments to write or develop teaching and learning materials for secondary and tertiary levels of education.
  • Joseph M. Mandyata, University of Zambia, Department of Educational Psychology, Sociology and Special Education Lusaka, Zambia
    Joseph Mandyata (PhD) is currently a lecturer in special education, guidance, and counselling in the School of Education at the University of Zambia. He has served in various academic and education positions such as external and internal examiner of students at postgraduate level, Assistant Dean in the School of Education; Senior Inspector of Schools (special education); a District Inspector of Schools, Head teacher of special education school, special education teacher and as a Secondary School teacher in the Zambian Ministry of Education. He has researched and published several articles in the field of special and inclusive education and guidance and counselling in local and international journals. He holds a Doctor of Philosophy degree in Special education, Master of Education in Special Education) and a Bachelor of Arts with Education degree of the University of Zambia. He lectures in Special Education and guidance and counselling courses at both post and undergraduate degree programmes. His research interests are: Policies in Special / Inclusive Education; Partnerships in Special / Inclusive Education; Guidance and Counseling, Disability, Education and Poverty for persons with disabilities.
  • Daniel L. Mpolomoka, Zambian Open University, Research and Consultancy Unit, Lusaka, Zambia
    Daniel Lupiya Mpolomoka (PhD) is a Lecturer and Consultant at the Zambian Open University, Head of the Research and Consultancy Unit. He has 12 years of professional experience as a lecturer and researcher in the field of Literacy, Open and Distance Education in Higher Institutions of Learning, Adult Education, Special Education, and Education Studies. He has also published various articles in local and international refereed journals.
  • Sophie Kasonde-Ng’andu, University of Zambia, Department of Educational Psychology, Sociology and Special Education Lusaka, Zambia
    Sophie Kasonde-Ngandu (Prof.) is a senior lecturer in the Department of Educational Psychology, Sociology and Special Education in the School of Education at the University of Zambia. She teaches Educational Psychology and Educational Research.

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Published

2022-01-16

Issue

Vol. 7 No. 1 (2022)

Section

Articles

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