An Assessment of the Impact of Online Learning on Higher and Tertiary Education: The Case of Great Zimbabwe University

This study investigated the impact of online learning at Great Zimbabwe University, focusing on the effectiveness of online platforms, student engagement and satisfaction, as well as challenges experienced during the transition to online education. Using a case study design and a structured questionnaire administered to 130 students, the research provides a detailed analysis of the online learning experience inside the context of Zimbabwean tertiary education. The findings revealed that platforms such as e-Kampus, Google Classroom and Zoom were moderately effective in supporting learning outcomes, with only 52.7% of students rating them as effective or very effective. However, engagement levels were significantly lower than traditional face-to-face classes, with 42.7% of respondents indicating reduced participation in online sessions. Key challenges included poor internet connectivity (reported by 83.2% of students), limited access to devices, and distractions at home, which negatively impacted the learning process. Adding improved internet access, more engagement with teachers, and a blended learning framework to online and in-person interactions are some of the issues which students addressed. Students were extremely positive about improvements they would like to see by way of better internet connectivity, increased interaction with lecturers, and hybrid mode of education (online and face-to- face combinations of learning). The findings suggest that online learning platforms are promising, but for their maximum possible impact, they need to overcome infrastructural constraints and stimulate more interactive and masses engaging learning. These findings provide useful insight into how online learning at Great Zimbabwe University and other institutions based in low-resource settings could be optimised.