For the past decades, education has been viewed as a way to move nations into the information age selected by nations to bridge the gap between technology and society. Covid-19 emergency heavily affected billion lives with its impact causing nations to temporarily close down learning institutions in an attempt to contain the spread of the pandemic with many countries likely to negatively affect education in terms of access, quality and investments. In response to the declaration made by a Public Health Emergency of International Concern (PHEIC), the Director General of the World Health Organization (WHO) gave a recommendation to all universities to close down in order to protect lecturers, students and the community from the global COVID-19 pandemic. Although there were mixed feelings reported from education leaders in various countries around the world, social distancing was presented as the main strategy in the interim to prevent rapid spread of infections [1,2]. If adopted wholly by most countries, it is likely to succeed in slowing down the rapidity of infection, as confirmed in other countries like China, Korea, Singapore and Japan. The effectiveness of social distancing measures depends on appropriate and operative guidance by educational leaders and on a receptive and self-controlled response by people.

Lack of knowledge and public information about the pandemic posed a great challenge to many governments globally as they were in the dark about what had to be done to guard educational opportunities [1]. Education institutions had to develop and implement measures to mitigate the educational impact of the pandemic and promote continuity to the disruptive mitigation measures, but their main challenge was on preparedness. They had to embrace technology which is the driving force of the transformation of education and conveys positive implications that Information and Communication Technology (ICT) will contribute to the revolution for better education [3,4]. A number of countries worldwide worked towards ensuring that learners continue to receive education and reading opportunities to better support the immediate, short and long term strategies, practices and challenges. 

As most governments supported the development of higher education COVID-19 Preparedness and Response Plan in trying to avoid learning losses, they suffered lack of financial and human resources. In response the authorities had to establish and develop strategies and mechanisms in trying to prevent COVID-19 from exacerbating existing vulnerabilities among students with negative impact on education and learning outcomes. Without proper action the pandemic posed high risk to students’ welfare and education continuity but there were also other factors identified that contributed to the effectiveness of online transition. Without the lecturer and students’ individual positive attitude and belief towards moving to online, the support from the institutions in professional development and access to technological resources, most governments found it difficult to fully transform to online education during the crisis.

According to Allen and Seaman [5], the United States of America was not shocked when COVID-19 broke out due to its contingency plan observed after Hurricane Katrina’s landfall in 2005; they just substituted to online learning. Same with China that has existing online platforms to support lecturers and students and it helped when the pandemic emerged with more than 270 million students managing to continue learning since February 2020. These measures were implemented in line with their long-term developmental plans and their on-going transition of ICT in teaching and learning. 

Successful transition to e-learning in teaching and learning depends on the understanding of lecturers’ perception of innovation because when they use ICT in teaching and learning, they operate as innovators which are a particular type of instructive innovation. Lecturers are supposed to adopt new technologies and use them in accordance with their existing beliefs and practices [6]. Lecturers are encouraged to embrace more student centred belief for quality technology integration [7,8]. Most lecturers alleged that e-learning is very useful, making teaching and learning easier as confirmed by Bozdogan and Ozen [9], that perceived usefulness and perceived ease of use were predictors of user acceptance of computer technology. 

Besides the encouragement from the Ministry for all institutions to embrace technology, there are individual characteristics that influence the transition of e-leaning to teaching and learning such as attitude towards computers, self-efficacy, views, beliefs, experience with computers, educational experience and educational level, teaching workloads, gender and age and the extent to which they are helpful, cooperative and accommodating to students [1]. 

Lecturers are pleased to transform from face-to-face to online platforms in teaching and learning activities but their preparedness to integration determines the effectiveness of the technology and not by its sheer existence [8]. In sub-Saharan Africa, among the 700 universities operating, a few were very well prepared and sufficiently equipped to deliver online programmes [2]. 

To integrate an innovation such as e-learning relies on shared vision, clear leadership, encouraging culture and high quality support providing conducive environment in which staff feels able to innovate while their absence will result in lower rates of integration [11]. Especially with the intention to overcome COVID-19, institutions leaders were responsible for guiding and facilitating organisational change providing strategic direction, adequate resources and recognition of success supported by senior management [12,13]. In China, with regards to lecturer training to combat the pandemic, there are online platforms and distance learning resources established which are extensively used by lecturers to accomplish training in every five (5) years. With this assistance from the government on technology training and facilitating contribution to teaching improvement will help lecturers improve their existing attributes. Lecturers’ time commitment, engagement, knowledge, belief, skills and the amount of technology training provided also influence the use of technology in teaching and learning giving cause to understanding of institutional characteristics [14]. Limited expertise of lecturers including teacher capacity to use technology and other factors like how to use online in teaching also influence the transition [3]. 

Inan and Lowther [8] were of the view that, school level variables such as overall support, technical support and professional development and teacher level variables such as teacher readiness and teacher beliefs are considered when looking at the influence of using online education. They further elaborated that teacher readiness is their perception of capabilities and skills required to use technology and belief is their perception of technology influence on student learning and achievement and impact on classroom instruction and learning activities. Limited ICT resources and other environmental factors like availability of electricity can also affect the use of technology in teaching and learning [15]. Therefore, the institutions need to always be alert to make sure there is a plan for an alternative for effective integration of ICT into teaching. 

The rate of transition to online is influenced by innovation elements such as relative advantage, compatibility, complexity, trialability and observability as perceived by individuals [16]. Kaliisa and Picard [17] identified poor technological infrastructure, lack of access to modern devices, lack of mobile learning pedagogical skills among lecturers, poor attitude among students and lecturers and incompatibility of electronic devices with the university online management as some of the significant factors that influence the use of technology in teaching and learning. To successfully roll-out remote learning, the projects were supported by the availability of other infrastructure, internet and a national cloud based education platform helped the adoption of online education (98% of China is covered with fibre and 4G network) including lecturer’s dedication, the role of the universities and local government’s contribution [18]. The usage of e-learning by lecturers when in schools is much less intensive and extensive compared to that of students and differs in usage patterns compared to their use outside school; added to this, when compared to the effects in other sectors, the effects on education are less prominent [19]. 

As much as lecturers and students benefit from institutional websites as they are easy and convenient to use and seemingly provide everything needed in the teaching and learning but during COVID-19 crisis, it was not possible for everyone to access the website. The main challenge in many countries was availability of technological resources to lecturers and students. 

Owing to the abrupt closure of university campus halls of residents, students from the low income families in countries like the USA could not cope with off-campus accommodation bills and attendant health care access, hence the unbudgeted for costs meant that shifting to online learning was difficult to adopt. In developing countries with low broadband capacity and limited internet access, opportunities for online learning were drastically constrained especially in rural areas where most students lacked laptops and tablet computers. Then from poorer countries those from disadvantaged groups faced greater difficulties with their colleges and universities struggling to rapidly launch distance learning programmes. They lacked sufficient educational resources, instructional designers, strong institutional capability to deliver the lectures and an adequate understanding of the specifics and distinctions of online education. 

In the teacher education curriculum in Zimbabwe, the limitations and challenges faced on the preparedness to use e-learning in teaching and learning were identified as lack of skills in using technology, no defined training plan for lecturers and students, inadequate infrastructure affecting the proper maintenance and assistance to end users, insufficient financial resources to acquire the required hardware and software in adequate amounts to meet institutional needs and no prioritization of technology budget [20]. 

Universities are struggling with ways of providing quality education against a background of limited and dwindling government funding with most students failing to connect to online education. As much as the Ministry tried to encourage and support institutions to embrace e-learning by engaging telecommunication companies encouraging them to provide for free access to online learning material to cater for disadvantaged students who might not have resources to access the Internet frequently, nothing might not materialise because of preparedness. The service providers were advised not to charge students when they visit university websites to obtain learning material but both the government and the service providers need to consider a lot of factors before implementing the plan [21].

Research Approach

In this study the researcher used qualitative approach due to its suitability in social research which can be done in the subjects’ natural setting [22]. The aim of the study is to unearth detailed information about being ready to embrace e-learning in teaching and learning at higher education level in Zimbabwe especially after the emerging of this COVID-19 pandemic. The researcher also used qualitative approach as it is flexible, unique and evolves throughout the research without any fixed steps to be followed and cannot be replicated [23]. 

Research Design

The study employed a descriptive survey design. A descriptive survey involves asking the same set of questions (often prepared) of a large number of individuals either by mail, by telephone, or in person. This descriptive survey sought to gain insight into the phenomenon as a means of providing basic information in the area of study and has the ability to describe, explore and analyse relationships among scattered variables such as the use of ICT in teaching and learning initiatives included in this study. 

Sample and Sampling Procedures 

A sample size of 30 participants consisting of 14 students, 14 lecturers from the 7 schools and 2 from management were purposively selected from one university of higher learning selected in Masvingo urban. The basis for the approach was ease of information under restricted movement due to the lockdown imposed by the government in trying to minimise the spread of COVID-19. The researcher employed a non-probability sampling technique, particularly the purposive sampling method, which assisted in choosing an appropriate manner, the restricted set of participants. This method allowed the researcher to acquire information that would build up arguments towards a deeper understanding of participants’ reasons why they seem not to be ready for online teaching and learning. 

Purposive sampling was used based entirely on the judgment of the researcher. Thus, a sample was composed of elements that contained most characteristics representative or typical attributes of the population. According to Cohen et al. purposive sampling involves researchers handpicking cases to be included in the sample based on the researcher’s judgment based on the cases’ typicality or possession of the characteristics being sought. 

Instrumentation

The researcher used online questionnaires and interview guides to collect data as the best alternative considering the lockdown and restricted movement. The data collected through interviews was information about the people’s attitude, beliefs, ideas, behaviour, comments and public opinion on a problem or issue [24]. The online questionnaires were used to get the information that was not accessible during interviews.

Data Analysis 

Data collected applying different statistical techniques to describe, illustrate and assess the data gathered from the target population was analysed using Microsoft excel for easier analysis, comparison and interpretation. It was also used to calculate percentages which showed various responses for some questions and to enable wide spectrum of data to be compressed into few tables easy to manage for further analysis. 

Individual Characteristics on Use of E-Learning in Teaching and Learning at Higher Education

The individual factors that influence transition to e-learning in teaching and learning were identified as follows gender; attitudes towards technology and self-belief in the user’s personal dexterity to manipulate the computer systems and other educational technology gadgets; experience in the use of computers; personal confidence, or lack thereof, in the use of online; self-efficacy; work load and the lecturer’s teaching experiences.

The study revealed significant differences between males and females in technical ICT capabilities and situational and longitudinal sustainability. Respondents had mixed feelings on gender with 25.83% in agreement that it has an effect citing female lecturers’ low levels of computer use due to their limited technology access, skill and interest. However, the other 74.17% disagreed that gender variable was a predictor of ICT indicating that there was no difference between males and females regarding computer attitude and ability after the implementation of the technology. 

Lecturer’s self-efficacy has greater effect on their use of ICT as revealed in the study with 83.33% strongly agreeing. The study revealed that lecturers’ computer self- efficacy depend simply on perceived use of computers, confidence and experience while lack of knowledge and skills, lack of confidence and technical problems negatively influence ICT self- efficacy. Whilst 16.67% disagreed acknowledging that lecturers’ self- efficacy is influenced by their belief about technology in teaching and learning. 

From the study, 83.33% agreed that teacher’s attitudes and beliefs towards technology influence their acceptance of the usefulness of technology and its integration into teaching. They indicated that if lecturers’ attitudes are positive towards the use of educational technology then they can easily provide useful insight into the adoption and integration of ICT into teaching and learning processes. A few respondents, representing 16.67%, were in strongly disagreement that attitude and beliefs have got any influence in adopting online education giving blame to management’s lack of support.

Lecturers’ computer experience relates positively to their computer attitudes. This was revealed in the study with 85% strongly agreed that the more experience lecturers have with computers, the more likely that they will show positive attitudes towards computers, although 15% disagreed. Participant D indicated that:

“From the seven schools there is only one school that is lagging behind in adopting online skills and it is clear that their attitude, beliefs and interest towards technology that is making them stay behind”

Lecturers with more experience with computers have greater confidence in their ability to use them effectively. About 76.66% respondents who agreed that lecturers’ competences relate directly to confidence but 23.34% were in disagreement to this idea. 

This study revealed that teaching experience influence the successful use of ICT in classrooms with 81.67% respondents agreeing that teachers’ experience is significantly correlated with the actual use of technology. On another note, 18.33% of the respondents were in disagreement with the above information majority indicating that experienced lecturers are less ready to integrate ICT into their teaching than those with less experience in teaching who are more likely to integrate computers in their teaching than lecturers with more experience in teaching. Lecturers with up to three years teaching experience are reported to spending 48% of their time utilising computers, lecturers with teaching experience between 4 and 9 years, spend 45% of their time utilizing computers, lecturers with experience between 10 and 19 years spend 47% of the time and finally lecturers with more than 20 years teaching experience utilize computers 33% of their time. The reason to this disparity was that fresh lecturers are more experienced in using the technology. The few who strongly disagreed found no relationship between lecturers’ teaching experience and experience in the use of ICT implying that lecturers’ ICT skills and successful implementation is complex and not a clear predictor of ICT integration.

Participant B has to say:

“Most old experienced lecturers are difficult to teach new stuff, they seem to have technophobia and continue referring to their old ways of teaching as the only best ways of education delivery”.

Participant A indicated that:

“Use of computers is influenced by exposure and the environment one grew in, those who got most of their experience where there was technology nearby better use technology than those who never had access to it”. 

The study revealed that the workloads of lecturers influence their acceptance of technology in the classrooms with 80% of respondents agreeing indicating that increased workload coupled with teaching with technology was critical to lecturers. They reported that factors that contributed to increased workload were course maintenance and constant upgrades, student emails, the learning of new skills and the continuous search of sustainable strategies. Lecturers were said to be overloaded that they could not cope with the pressure and the pressure from ICT training. But 20% disagreed citing that the lecturers are not overloaded because they should be able to learn, prepare and practice what they learn. It was indicated that for lecturers to realize the aims of educational system as well as implementing new initiatives, it was necessary to lessen the workload of lecturers.

Institutional Influences on Online Readiness in Teaching and Learning in Higher Education

The institutional support also influence adoption and subsequent use of e-learning in institutions of higher learning were found to include availability of the necessary teaching/learning resources; professional development of the teaching staff in the use of online platforms to enhance teaching and learning; technical support; leadership support; and other organisational environment factors such as the availability of suitable infrastructure, electricity and suitable teaching and learning facilities which enable use of educational technologies.

The study revealed that whether beginner or experienced, ICT related training programs develop lecturers’ competences in computer use, influence lecturers’ attitudes towards computers as well as assisting lecturers reorganize the task of technology and how new technology tools are significant in student learning. Majority of respondents agreed with 89% highlighting that professional development and the continuing support of good practice are among the greatest determinants of successful ICT integration. 

While 11% disagreed claiming that lecturers’ technology skills are a strong determinant of ICT integration, but they are not conditions for effective use of technology in the classroom. They argued that training programs that concentrate on ICT pedagogical training instead of technical issues and effective technical support, help lecturers apply technologies in teaching and learning. 

Access to ICT infrastructure and resources in schools is a necessary condition to the integration of ICT in education. The study found out that access to technological resources is one of the effective ways to lecturers’ pedagogical use of e-learning in teaching. This was indicated by the majority of the respondents with 79% agreeing that having access to computers and internet support teaching and learning. Only 21% of the respondents disagreed stating that inadequate computers were not great barriers to ICT use in their teaching, but improved availability and fairness of access to technology resources by lecturers, students and administrative staff is essential. Therefore, to encourage and support student centred technology learning is necessary that learners and lecturers have access to quality technological resources.

The technical support in schools is very significant to help lecturers integrate technology into their teaching and it influences lecturers to apply online education in classrooms without wasting time troubleshooting hardware and software problems. Majority of respondents reported technical support and maintenance as a ‘high’ or ‘very high’ priority with 80.83% strongly agreeing that it should be an important element of the university environment with proper technical support being made available to maintain hardware and infrastructure. The 19.17% in disagreement indicated that technical support has no influence on the use of ICT in teaching and learning. 

The study found out that if there is no technical support, lecturers become frustrated resulting in their unwillingness to use ICT. Results revealed that it is management’s responsibility to develop and implement technology plans and also shares a common vision with the lecturers to stimulate them to use technology in their lessons. Despite that 41.83 disagreeing, 58.17% agreed that school technology leadership is a stronger predictor of lecturers’ use of computer technology in teaching. 

One lecturer, Lecturer Z, had this to say:

“Transformational leadership with qualities of identifying and articulating a vision, promoting acceptance of group goals, providing individualized support, offering intellectual stimulation, providing an appropriate model, creating high performance expectations and strengthening school culture could influence the integration of ICT. Support from various levels of leadership such as the Vice Chancellor, school management and technology leadership influence successful use of ICT in schools”. 

Most of the respondents, constituting 85%, encouraged a culture of high quality support providing conducive environment in which lecturers feel free to able to innovate new technology in their systems. 

The Technological Influence on E-Learning in Teaching and Learning at Higher Education

The technological factors that influence transforming to e-learning in higher education and training institutions were found to include availability of web technology; access to the internet; availability of data; use of e-mail; mobile technology; lack of access to computer laboratories; and lack of technological resources.

Majority of respondents reported that variance of ICT use was explained by ICT resources and computer attributes noting relative advantage, complexity, observability and image as the most significant factors in predicting students’ and lecturers’ intentions to make use of technology. Technology also presents universal tools that enable lecturers to educate all types of students, including those who are struggling or have special needs. The study revealed that observability is a perceived attribute in teaching delivery in some specific tasks performed during the class period while relative advantage and compatibility are for teaching preparation tasks. The adoption of web technology was supported by majority of respondents agreeing that relative advantage, compatibility, visibility, ease of use, results demonstrability and trial ability be taken into consideration by school principals wanting to maximize the ICT use in their schools. 

Respondents indicated that with access to internet, students can learn without assistance from lecturers and they can just look up their lessons online. 86.67% strongly agreed revealing that electronic books and web-based content are updated in real time; feeding students with the most current information they can get their hands on, helping them become more knowledgeable even during the prevailing time of this COVID-19 pandemic. This became the most challenge to education continuity with students from poor background failing to have access to internet to operate from their homes. Some respondents, representing 13.33% disagreed highlighting that lessons delivered online or through digital resources lack the face-to-face interaction between teacher and student that provides a more personal experience and education quality cannot be measured.

The study revealed that students can also discover and learn to use educational resources that exist beyond the boundaries of the campus. This is true to most respondents, representing 77.7%, who revealing that these tools allow students and lecturers to join other learners of all ages, from all over the globe, in discussions of mutual educational interest. This enlarged "peer group" brings together people from other cultures, religions, educational systems and political systems, enriching students on the local campus. Other respondents, representing 22.3%, cited that not all students have smart phones or laptop and even data to access internet so that they can regularly relate to other for updates to attend to online lectures.

Majority of respondents highlighted this with 65.84% agreed highlighting that access to hardware and software is not only important, but also the use of suitable kind of tools and program to support teaching and learning. 34.16% of respondents disagreed citing that access to appropriate technology means that affordances and constraints of a technological tool need to be carefully considered when the tool is incorporated in lesson. Thus, the study found out that the availability of infrastructure and accessibility of ICT resources such as hardware, software and updated software and hardware are key elements to successful engagement in education technology. Therefore, lecturers need to access computers labs and other ICT resources for them to able use them.

From the findings it was revealed that most governments, ministries of higher education and higher education institutions were heavily affected by the impact of COVID-19 with most universities failing to continue learning due to unpreparedness caused by individual, institutional and technological factors. The study found out that the individual characteristics have an effect on the use of technology by teaching staff in universities highlighting gender as one of the factors. 

Some respondents perceived that females’ self-perceptions about technology competence improved while males’ self-perceptions about technological dominance remained unchanged. This study confirms that gender gap has reduced over the past years, presently, a greater number of females than males have used internet and web technologies. Male lecturers were reported to be using more ICT in their teaching and learning processes than their female counterparts. It was revealed that male lecturers had relatively higher levels of computer attitude and ability before computer implementation but still claims that quality preparation on technology can help lessen gender inequalities. 

The results revealed that lecturers were more positive about their attitude towards computers and intention to use computer than their perceptions of the usefulness of the computer and their control of the computer. For successful transformation in educational practice, users need to develop positive attitudes toward the innovation. The study finding confirmed the result by Al-Asmari, who also found out that positive attitude towards computers, computer experience and personal entrepreneurship of the teacher educator have a direct positive influence on the innovative use of technology by the teacher. 

Lecturers’ confidence also relates to their perceptions of their ability to use computers particularly in relation to the students’ perceived competence. Respondents cited “fear of failure” and “lack of ICT knowledge” as some of the reasons for lecturers’ lack of confidence for adopting e-learning into their teaching. The results indicated that positive computer attitudes are expected to foster computer integration in the classroom. They cited the need for technical skills and attitude, technical competence and pedagogical efficiency as significant to integrate ICT in teaching and learning processes.

Teo [25] propounded that lecturers who believe that students study content best through teacher-led instruction will be less persuaded to encourage students to discover a technology tool for learning and they have influence on the way they organise their classroom, interacted with student and how they act in the classroom. The study revealed that effective use of computer was related to technological comfort levels and the liberty to shape instruction to teacher-perceived student needs. Papastergiou [26] argued that the quality of online integration was related to the years of teacher service meaning that lecturers’ experience influences their use of technology in teaching and learning. 

The study found that older lecturers frequently use computer technology in the classrooms more than the younger lecturers because older lecturers having rich experience in teaching, classroom management and also competent in the use of computers can easily integrate ICT into their teaching. New lecturers are said to be focusing more on how to use ICT instead of how to incorporate ICT in their teaching and also experience some challenges in their first few years of teaching and spend most of their time in familiarizing themselves with school’s curriculum and classroom management.

As revealed in the study, organisational leadership need to develop academic staff to catch up with twenty first century skills. Institutions of higher learning also had to invest in professional development to enable good quality assurance and quality enhancement in teaching and learning [27]. Lecturers need professional development to influence their technology integration knowledge and skills. They also need to receive support of good practice to successfully transform to online teaching and learning activities [28]. These trainings and workshops that concentrate on ICT pedagogical training instead of technical issues and effective technical support help educators apply technologies in teaching and learning. No matter the lecturers’ experience, ICT related training programmes develop lecturers’ competence in computer use, influencing their attitude towards technology and assisting them recognise the task of technology and how these tools are significant in teaching and learning. 

Lecturers increase knowledge level, confidence and attitudes towards technology through their understanding of content knowledge and how they apply technology to support students and attainment. By integrating technology with new teaching practices gained through professional development also transform the performance of students [29,30]. The training programs has to be designed to identify beliefs about successful teaching, policies for enhancing teaching and learning and syllabus design for teaching purposes. 

If training programs are of high quality, the period for training lasts longer, new technologies for teaching and learning are offered, educators are eagerly involved in important context activities; teamwork among colleagues is improved and has clear vision for students’ attainment. This was witnessed in China when COVID-19 pandemic broke out, they were well prepared with existing resources and online platform aligned with their long term developmental plans to support lecturers and students [2,18]. Every five (5) years lecturers accomplished training using established online platforms and distance learning resources. Respondents highlighted that Zimbabwe universities experience challenges of lack of funding and poor assistance in professional development of current university staff in the area of research and development to advance themselves in ICT as in the case with other regional countries like South Africa [20].

The study revealed that the government need to partner to exchange knowledge between countries to have a clear view to better support institutions in the immediate, short and long term. This facilitates peer teaching with external organisations and agencies to assist alleviate insufficient means of traditional budget support by obtaining finances through other means. It also allows students to gain experience in the field of technology through projects and experimentation. There is also need to have long term strategies and mechanisms put in place in case of such natural disasters like coronavirus.

The study found that there are several technological issues that influenced the transition to online in teaching and learning at higher education institutions in Zimbabwe. Agyei and Voogt [15] highlighted that students find learning in a technological environment more stimulating and engaging. Their concepts of using technology in schools was found different compared to the current situation in that of students were working from home without adequate resources and guidance from lecturers with those from poor background finding it more difficult even to access the resources. 

Sang et al. [30] posit that access to appropriate technology means that affordances and constraints of a technological tool need to be carefully considered when the tool is incorporated in lesson. Mobile learning using mobile devices is one approach that provides great promise to increase access to higher education within developing countries. There is considerable interest in utilising the available technologies as shown by the respondents who noted that mobile devices are used for pedagogical functionality such as task collaboration and planning, content delivery, searching for information and assessment and accessing virtual environments like discussion boards.

Google Classroom and e-mail are useful tools for communicating day-to-day announcements that facilitate student progress in their courses. Using e-mail is the first step in using the Internet, the international research and education network that the students can navigate by using network searching tools. E-mail extends office hours to virtually any time and place, to the mutual convenience of faculty and students. With Google Classroom, studies can be done with student receiving learning materials including assignments and tests send by lecturers as if they were in a classroom setup. 

From the study it was revealed that higher education ministry failed to support lecturers and students with necessary resources during the pandemic for education continuity especially those from rural areas where there is no internet access. For example, the Chinese Government initiated projects in 2014 that promoted ICT integration and developed best teaching resources and in 2017 top universities developed and released courses to successfully roll out remote teaching. The availability of other infrastructure, internet and a national cloud based education platform helped the adoption of online education (98% of China is covered with fibre and 4G network) including lecturer’s dedication, the role of the universities and local government’s contribution [2,18].

For successful transition into online teaching, the review has highlighted that personal, institutional and technological factors positively or negatively influence lecturers’ use of e-learning especially during COVID-19outbreak. On individual characteristic, lecturers’ feelings, knowledge and attitudes influenced their willingness use technology in teaching. The study found out that lecturers’ attitude towards technology influence their acceptance and preparedness of the usefulness of technology and its integration into teaching [32]. If lecturers’ attitudes are positive toward the use of educational technology then they can easily provide useful insight into the adoption online into teaching and learning processes. Lecturers need to perceive technology as better than previous practice; consistent with their existing values, past experiences and needs; and ease to use. These characteristics or attributes of lecturers’ adoption into online teaching provide information of factors supporting their use of technology as well as barriers to online education. Therefore, lecturers need to be assured that technology can make their teaching interesting, easier, more fun for them and students, more motivating and more enjoyable. 

Institutional support on lecturers’ professional development was found to be a key factor to successfully transform to e-learning. ICT related training programs develop lecturers’ competences in computer use influencing lecturers’ attitudes towards computers and assisting lecturers reorganize the task of technology and how new technology tools are significant in student learning when they are away from school environment.

Recommendations

On the basis of the findings, the study recommends that lecturers to have positive attitude towards the use of educational technology to provide useful insight into the adoption of e-learning into teaching and learning processes. It is further recommended that, the Government and the higher education institutions need to improve in the provision of technology infrastructure, computer equipment and other resources to enhance the level of accessibility and assist in acquiring data at low cost in consideration of those students from poor backgrounds. There is need for regular lecturers’ professional development to enhance their skills. Institutional leaders are expected to give all necessary support concerning online usage to boost the effective use of online platforms for effective and efficient teaching and learning. Lecturers’ workload may need to be lessened in order to allow them time to incorporate the adoption and integration of technology in their teaching.

Ethical Approval

During the whole process ethical procedures were considered with the researcher adhering to the rights of the respondents and all protocols observed in a manner that ease the carrying out of the study. Informed consent, prevention of harm, confidentiality and asking for permission to conduct the study are ethical issues that need to be observed when gathering data and storing the research findings. All participants were informed about the purpose of the study and taking part in the process was voluntary.

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