1 Title: Women and online learning in Zimbabwe: A study of the University of Zimbabwe Authors: Buhle Mbambo-Thata Elizabeth Mlambo Precious Mwatsiya Address: University of Zimbabwe Library PO Box MP45 Mount Pleasant Harare Zimbabwe E-mail address: mbambtb@unisa.ac.za Submitted to GRACE 12 October 2010
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Women empowerment. The concept of ‘empowerment of women’ itself needs discussion.
Huyer and Sikoska (2003.4) propound that the meaning should be ‘transformatory
empowerment of women’. Traditionally the debate has been between empowerment
meaning ‘capacity building to cope with the requirement of life’ versus ‘capacity building
to transform the conditions of life’. The difference between the two statements lies in
that, while one seeks to ‘transform condition of life’ thus challenging a system, the other
calls for ‘coping’ with life, which is a micro level intervention. It can be at a personal
level. ‘Capacity building to cope with the requirement of life’ maybe viewed as micro
and smoothing circumstances for the benefit of individuals or groups of individuals,
while ‘capacity building to transform the requirements of life’ denotes challenging the
system of power relations between men and women or patriarchy. There is a sense in
which women’s struggles are at both levels. Women’s empowerment aims at enabling
women to transforming the system of power relations, as well as creating an ability to
cope with micro level requirements in individual lives. In this work, empowerment is
understood by the researchers as empowering at both the transformation of system level
and in individual lives to make informed decisions.
Online learning is defined in the Encarta as “learning directly connected to a computer”.
In this research, while we accept the broad definition above, we also let the respondents
define for themselves what online learning meant to them. Their experience with online
learning was therefore limited to retrieving learning documents from the Internet. In a
few cases it also included submitting scripts online.
B REVIEW OF THE LITERATURE
This literature review examines the positioning of women in relation to ICTs in higher
education. It will explore the socio-cultural position of women in relation to education,
ICT, and how these impact on women generally and Africa in particular, to participate in
and utilise ICT for learning.
Women the world over are generally disadvantaged in terms of access to and opportunity
in science and technology. African women have the world’s lowest participation rates in
science and technology education at all levels, and this has implications for their
participation in ICT (Zwizwai, 2006).
A study by Runhare (2003) revealed gender inequalities in access to and achievement in
science and technical education, especially at secondary schools and tertiary levels.
Zimbabwean girls were found to be under-represented and under-achieving in science
and technology-related subjects (Runhare, 2003). This is a reflection on the cultural
values that give preference to boys’ as opposed to girls’ education. The values are
reinforced at home and at schools, creating a defeatist attitude (Mashingaidze, 2006)
10
Various authors suggest that women locate the Internet as a problematic site for
themselves (Brayton, 1999). Several factors can contribute to this scenario. Runhare
(2003) argues that women the world over are generally disadvantaged in terms of access
to and opportunity in science and technology. This is caused by differentiation of female
and male social roles. The social roles are constructed through socialization agents like
the family and education (Runhare, 2003). Other factors that influence the differential
access to the Internet by women and men include high illiteracy among women, low
education for women and low incomes for women (Zwizwai, 2006).
The teaching and learning at UZ is made hostile to women academics because the
institution is largely a masculine one (Chagonda, 2001). UZ male students (University
Bachelors Association) have tended to affirm their masculinity through activities such as
heavy drinking sprees and sexual exploits. The ways in which the male students exhibit
their masculinities have tended to impinge on and subvert the rights of female students
(Chagonda, 2001).
Ndlovu (2001) asserts that there is instability in institutions of higher education as males
continue to safeguard their privileged position in the university community. Women, on
the other hand, struggle sometimes unsuccessfully for equal opportunities such as at the
cafeterias, the sports facilities, the library and other common services. Ndlovu (2001),
Gaidzanwa (2001) and Combe (1991) highlight their concerns on issues of democracy in
institutions – “women have generally been under represented in universities and society
in general” (Gaidzanwa, 1985). At UZ until 1997 no female occupied any of the top three
posts in the Student Representative Council; however, the first female Secretary
General’s stint was shortlived as she resigned from the post in April 1998 due to
harassment by male students and lack of support from female students (Mashingaidze,
2006). It is in this context that this study seeks to investigate women’s interaction with
techno-pedagogy.
Barriers
Main barriers to ICT access in general in Africa relate to the small number of computers
relative to the large number of teachers and students per school (Isaacs, 2002). Notably,
girls are further limited from the school computers in some countries in the context of
social and cultural barriers. A study commissioned by World Links for Development
found that in reality it is harder for girls to access computer labs, particularly in Uganda
and Ghana and especially after school hours (Isaacs, 2002).
Ochieng (2002) claims that the majority of women who have access to ICTs in Africa are
those in academia, ICT professionals and elite activists from non-governmental
organizations. Ochieng further asserts that it is these individuals that have often tried to
utilize available opportunities fairly aggressively to ensure that women are not excluded
from the information revolution.
11
Gender analysis shows that women are marginal users of ICTs; 25% of the users are
women on average (Toumbara-Diawara, 2002). The major setback is that women in the
cultured construction of genderness are largely absent from the realm of what counts as
technology. Observations made in Zimbabwe are that women are more concentrated in
non-technical careers (Batezat and Mwalo, 1989). The reasons behind women’s unease
and refusal to participate is complex and often interwoven with cultural barriers (Brayton,
1999).
These theoretical arguments point to the existence of gender disparities in societies the
world over. Zwizwai (2006) points out the constraints faced by women’s participation in
ICT as lack of dependable infrastructure (in terms of reliable electricity and telephone
lines, especially in rural areas), high cost of equipment, basic information technology
such as personal computers, low purchasing power and lastly the high cost of access to
telephone lines and Internet connectivity. Brayton (1999) further supports this argument
when she asserts that at a basic level, women’s ability to be actively involved with the
Internet is troubled by the financial costs connected to the Internet. Purchasing
equipment and software, paying monthly Internet server costs and training costs for
classes and upgrading all require an investment financially from the user.
Cottes (2003) explains that much of persistent gender-structural inequalities constitute
barriers to women’s access to and use of ICTs. E-Knowledge for Women in Southern
Africa (EKOWISA) (2006) categorically spells out that currently ICTs do not carry the
content that meets the information needs of women in a form they can use. If gendered
issues are not articulated in ICT policy, it is unlikely the girls and women will reap the
benefits of the information age (EKOWISA, 2006).
Gender at UZ
Issues of gender equity are increasingly being viewed as the major factor in ICT
development in higher education by most universities in Africa, UZ included. Institutions
of learning in Zimbabwe primarily seek to promote learning environments in which
democracy and human rights are fostered (Kajawu, 2001). The Zimbabwean Government
at independence formulated policies which sought to redress the social inequalities that
existed during the colonial era. Although enrolment levels of black children rose from
800 000 to 2 million (Kajawu, 2001), the issue of gender stereotypes were not redressed
and areas regarding gender equity are still a cause for concern. Students’ enrolment at UZ
by gender was skewed in favour of males, who comprise 75% of the total university
enrolment (Gaidzanwa, 1993).
Theories on patriarchy (male power/domination control and female subordination) place
the family at the centre of gender relations. Gender “scripting” is born within the family.
Women are generally perceived as the custodians of “national” values and the national
identity, as mothers and child carers and occupants of the domestic space (Jirira, 1993).
The cultural constructions of manhood and womanhood translate into an educational
advantage for boys over girls, which comes out as better educated, more skilled, more
preferred men over less educated, less skilled and less preferred females (Maboreke,
12
1997). Maboreke’s assertion justifies the greater enrolment percentage of men compared
to females. According to statistics given by the Students’ Records and Admissions as of
May 2006, UZ had a total enrolment of 8472 male students against a total of 3877 female
students.
Gore (2001) claims that the university is run by men, largely for the benefit of men, and
men outnumber female students and staff. Given the fact that UZ is male-dominated in its
enrolment and staff, it is difficult for females to penetrate such a system, as men tend to
support men and exclude women from the corridors of power by any means necessary.
Men predominantly occupy most of the executive posts, such as those of deans, bursars,
registrars, pro-vice chancellors - out of more than 12 universities in the country, only the
Zimbabwe Open University and the Women’s University in Africa have female vice
chancellors (Mashingaidze, 2006).
Chagonda (2001) further claims that the masculinities of the male university students
have a bearing on the use of university facilities such as the library. The library’s seating
capacity is 1200 against a total student population of over 13 000 students. A lot of
shoving and pushing takes place during examination time, as they are all scrambling for
the limited space. By their very superior strength, male students force their way into the
library before the female students to secure the most sought after textbooks and the
secluded cubicles (Chagonda, 2001).
As a result, the toughness or masculinity of the university male students works against
female students in the learning environment. Females get scared when they are embroiled
in physical contact with male students in any facilities provided at the university, for
example at sports.
Although in principle gender equity is viewed as a major factor, generally there is little
regard for gender-equity, democracy and human rights at UZ in practice. Gender-biased
activities are very prevalent at UZ and thus gender discrimination is made by many male
students and staff to seem natural. Research by Ndlovu (2001) has proved that one’s
sense of self at any given time is inevitably gendered. Men and women structure their
masculinities and femininities according to their contexts, class, age, ethnic and religious
backgrounds. It is these gender considerations that shape the teaching and learning
experiences of these students.
The institutions of higher learning are perceived as promoters of gender equity - but what
female students experience in and outside the institutional environment throws into doubt
the basis of such beliefs (Somerai, 2001). Somerai further claims that although doors
were opened by the ‘education for all policy’, which was adopted by the government at
independence, what was overlooked was the fact that the policy did not analyse some of
the cultural hindrances faced by females in the process of acquiring education. The
promotion of a girl education even at university level is problematic because of the
conservatism of the socially constructed gender identities.
13
Because of the gross inequalities that exist between male and female students, UZ came
up with the Affirmative Action Policy, which was implemented in 1995. There was a
realization that female staff and students were generally under-represented across all
faculties at UZ, comprising only 255 of the total enrolment (Chivaura, 2001).
C RESEARCH METHODOLOGY
A qualitative approach to gather data was used for this research, mostly taking a feminist
stance which centres on women and is informed by women’s experiences of the world.
Feminist research gives authority to the voices of women using the experiences of
women as a valuable research resource. It begins with the standpoints and experiences of
women, which is what GRACE Zimbabwe is looking at, the experiences of women
learners with online learning. This was done to avoid misrepresenting women’s opinions
and experiences. Bryaton (1997) notes that the concern of feminist research is to ensure
the accuracy of the research in depicting women’s lives and experiences. She highlighted
the importance for the researcher to take the finalized information back to the participants
for verification, since they are the experts and owners of their own personal experiences.
Strauss and Corbin (1998) note that one reason for choosing a qualitative approach is the
nature of the problem or study. For him research that attempts to understand the meaning
or nature of experience of persons lends itself to getting out into the field and finding out
what people are doing and thinking. It is a research about people’s lives, lived
experiences, behaviour, emotions and feelings. This makes qualitative research of
specific relevance to the study of social relations, and this study in particular.
One of its advantages is that it uses a variety of data sources such as interviews,
observations, documents and recordings in one study. It also takes the researcher’s
communication with the field and its members as an integral and explicit part of
knowledge production (Flick, 2002). As Flick notes, “the researcher’s reflections on their
actions and observations in the field, their impressions, irritations and feelings become
data, forming part of the interpretation and are documented in research diaries.”
Qualitative research among other things offers procedures that researchers can use “to
interpret and organise data which consists of conceptualising and reducing data,
elaborating categories in terms of their properties and dimensions, and relating through a
series of prepositional statements”, which is often referred to as coding (Strauss and
Corbin, 1998). The data would be coded for analysis in a manner that allows a non-
mathematical process of interpretation carried out for the purpose of discovering concepts
and relationships in the raw and then organising these into a theoretical explanatory
scheme.
Selection of research participants
Graduate female students were sampled spontaneously from the various departments on
UZ campus. A total of 27 graduate female students were sampled and interviewed. The
14
process of selection was more of self-selection where the students were introduced to the
research by the research team members as individuals or a group of postgraduate students
coming to the library or gathered around campus, and would either accept or refuse to be
part of the research. Those who were willing to participate offered their contact details so
that they could be contacted for the interviews. Students who could not participate
indicated that they had other commitments which were taking most of their time.
The student population for the study was drawn from the graduate students. The choice
for engaging this group was based on the time they would have spent at college, the
assumption being that they would have been exposed to online learning more than the
undergraduates. Graduate students would also be better placed in articulating issues, as
they would have passed a number of stages at college. Some would have had a chance to
write final-year dissertations where they have to defend their line of thinking; such
people are more comfortable talking about their experiences.
Research instruments
Focus group discussions, interview techniques, the free attitude interview and non-
participant observation were used to gather data.
1) Focus group
Graduate students did not all arrive at college from vacation at the same time. As a result
three focus group discussions were held to accommodate this. The focus group
discussion was essential in order to:
(a) create a shared understanding of the objectives of the projects;
(b) create a transparent atmosphere that reduced suspicion; and
(c) begin to gather data on women’s experiences with ICT and their education.
The first meeting was held on 18 January 2006. Fifteen participants were present
including the three researchers. The programme for the day was:
(a) sharing the project objectives;
(b) African context of the research;
(c) individual exercise on women and ICT aspirations; and
(d) report back on individual exercise.
The second focus group meeting was held on 14 February. The group comprised
Graduate Diploma in Education students. The programme for the day was similar to that
held for the first group. The Grad. D.E. students comprised female students who are
teachers both in the rural and urban areas of Zimbabwe. These different backgrounds
would help the research to obtain data on diverse experiences.
The third focus group was held with a group of master’s students from the Women’s Law
Project on 7 March 2006. The focus group meeting was carried out at their places of
15
residence in a relaxed environment. The programme for the day was changed to suit their
time as they were working on their theses and preparing to submit them within a short
period of time. The discussion focused on:
a) sharing project objectives; and
b) sharing their experiences with online learning at UZ.
2) Free attitude interview
In this study the free attitude interview technique was used to explore ways in which
women use online learning at UZ. The free attitude interview is a verbal technique to
obtain information concerning personal opinion (Busken, 2005) and a type of a non-
directive controlled depth interview. It is non-directive in the sense that “participants and
not the interviewer defining the direction of the exchange and they are controlled in the
sense that the interviewer contains the process and keeps the process aligned to the
purpose” (Buskens, 2005).
Being non-directive in nature, the free attitude interview opened the space for the
researcher to intervene where the researcher had a chance to ask clarifying questions and
reflect on what the participant would have said and for the participant to respond flexibly
and sensitively. It gave an opportunity for the researcher and the participant to assess and
negotiate issues of reliability and validity during the research process.
The free attitude interview enabled the interviewee to talk all they likde in the framework
of the exploratory (starting) question. It allowed the participants to freely express
themselves, which was a plus in this kind of a study where the research is seeking
personal opinion. The technique gave room for the participants to speak their mind
without much restriction. The participants had a platform to explore their experiences
with online learning without much interruption.
The interviews: These were held with the sampled population of 27 female graduate
students, conducted at a time and place convenient for the participants where possible.
The interviews were tape recorded to allow the researcher to pay full attention to what the
participant was saying and to maintain eye contact, a crucial aspect of non-verbal
communication.
Each interview started with an exploratory question that sought to establish the
participant’s understanding and experience with online learning. The researcher would
then draw further probing and clarifying questions from what the participant raised,
keeping at the back of her mind the research questions that needed to be answered. The
interviews were conducted at varied times by the research team and the members had to
keep checking with each other on the scheduling to enable sharing of the tape recorder.
The researchers held two feedback meetings with the respondents where issues that
emerged from the interviews were discussed. More issues were raised and clarifications
were made from the feedback discussions.
16
3) Non-participant observation
Non-participant observation was another technique used to assess the usage of the
computers by female students. Visits were made to the Faculty of Education postgraduate
and Law Library labs, and the Computer Centre, which is the hub of all Internet
activities, on an almost daily basis, observing students using computers in the library’s
main hall.
4) Deviant cases
The ‘deviant cases’ were identified from labs, where one or two female students were
found using the labs in an environment which was dominated by male students. The
interviews were carried out with female deviant cases that were using the labs despite
their level of education. Efforts were made to identify, among other things:
a) why these females defied all odds to make use of the labs;
b) Their general feelings towards the use of the labs where males are dominating;
c) what benefits they accrued from the use of the e-learning; and
d) the driving force behind their usage of these ICTs where the majority of female
students are absent.
A total of seven deviant cases were interviewed from different labs on campus, and all
were undergraduates.
Data analysis exercises
The researchers carried out various reflexivity exercises in the process of carrying out the
research. Focus was mostly on conceptualising the self in relation to the research. It was
important that we drew our experiences from the data that we collected of other women’s
experiences, taking into account that in doing research with women, the researcher’s
“social location plays a role in shaping the research process”(Fossey et al., 2002).
The exercise was meant to aid data analysis and it was through this that the idea of
deviant cases was mooted and agreed upon. The exercise offered an effective analytical
approach to explore the data, comparing and contrasting different parts of the data as well
as exploring the meanings, patterns and connections among data, at the same time
involving the researcher’s own thoughts, reflections and intuition.
D FINDINGS
We had several sources of data, as indicated in the research methods section. These
were:
(1) focus group;
(2) (a) observations (b) booking sheets analysis;
(3) free attitude interview with major informants; and
17
(4) free attitude interview with “deviant” cases.
Observations
As indicated in the literature review, UZ has several computer rooms, referred to as
laboratories or labs, set aside for student usage. The library’s computers are in the lobby
and therefore an ideal observation spot as one comes in or leaves the library. However,
for the purposes of this study we also observed the behaviour patterns in the laboratories
outside the library.
a) Queuing for booking
The queues for booking computers contained male students in the majority. Very
few female students were queuing to book PCs for use.
b) Usage of PCs
When female students were working on the PCs, they would be working in
groups. One informant indicated that “we would be helping each other”. The
male students would be the ones in control of the mouse and the keyboard. All
the students making these bookings were undergraduate students.
c) We had occasion to interview the few women students working at the computers,
reported on later under “deviant cases”. They were undergraduates. They did not
realise that they were in the minority; they wanted to find e-journals.
(d) Computer bookings
The library has kept a gender-segregated computer booking sheet. The table below
illustrates the patterns of booking of PCs for use by students.
Table 1: Gender-segregated PC bookings
Month Male Percentage Female Percentage Total
October 2005 8293 93% 577 7% 8870
November 2005 6772 92% 571 8% 7343
December 2005 260 85% 45 15% 305
January 2006 360 81% 86 19% 446
February 2006 781 88% 108 12% 889
March 2006 4721 84% 897 16% 5618
In all months males outnumbered female students. Female students amounted to 12%
and male students 88% on the booking sheets on average.
Focus group
18
The introductory meeting was aimed at allowing the informants to explore. They
explored their own dreams in relation to ICT and communicated these dreams on paper.
They had been given the broad context and objectives of the study, which was focusing
on women and ICT in education in general, and women and online learning at UZ in
particular.
Their aspirations were all positive, focusing on the potential of ICT to positively impact
women’s lives in education, wealth creation, farming, business and enhancing self-
reliance.
The table below summarises the aspirations of women graduate students in terms of what
ICTs could do for them, excluding deviant cases.
Table 2: Dreams and aspirations of respondents
Respondent Aspirations
1 Wants to enter and conquer the patriarchally dominated technological world
2 Aspires to own shops where computers are used for better management
3 Aspires to be able to use ICTs and teach her children as well
4 Dreams of teaching children on the importance of ICTs at a young age (catch
them young)
5 Aspires to be a confident woman who understands and knows how to use
technology. Wants to catch them young as well
6 Confidence in using ICTs in the workplace, home and at school
7 To be successful in business through the use of ICTs
8 Aspires to be a very prominent person in society
9 To be liberated, self-empowered, enlightened and a successful woman
10 Self-improvement and empowerment through use of ICTs
11 Her aspirations include empowerment of women regardless of educational
background, professional status, age; to catch them young (let’s catch the
little girls too); to have unlimited access to computers, and believes ICTs is
the future.
12 Aspires to advance her education and career through ICTs and to help the
underprivileged through information gained through ICTs.
13 Aspires to be a confident person through education. Believe ICTs can open a
world of endless opportunities and encouraged catching the children while
they are still young
14 Believes in the power of computer technology to change her world
15 Aspires to reverse the societal beliefs in male power, making it a world
where she will be taking the lead and by the click of a mouse would be able
to diagnose her kids’ ailments
16 Be able to use the Internet
17 She aspires to hold one of the top posts either in business or in politics
through ICTs and would like to own a computer
18 Aspires to use ICTs for her designing and interior decor business
19 Aspires to live a pretty life
19
20 Getting a good job over the Internet
21 Wants to be a self-reliant, self-confident and self-sufficient woman who has
benefited from use of ICTs
22 Aspires to be a self-conscious woman who researches on nutritional values of
different foods on the Internet and maintain a balanced diet for her family
23 Wants to move from a traditional woman to a modern career woman through
use of ICTs
24 Aspires to use all sorts of ICTs in her business.
23 She wants to discover the value of information technology
While their dreams remained positive, the realities of the online learning for graduate
women students were revealed in the interviews.
Interviews
Interviews were our main source of opinion. As indicated in the research methods
section, we utilized the free attitude interview. Table 3 below illustrates the findings
Table 3: Interview responses
The names have been changed to protect respondents
Name Emerging issues Theme
Betty Online learning improved her access to learning
information. Saved her time in queues. UZ
computers are few and therefore there is
competition. Women are disadvantaged in access
by societal values and also by lack of training.
“Using this technology in teaching would give me
access to a better type of life”; “When I accessed
resources online I scored high marks”
While online learning
improves access to current
information, societal values
and women’s limited
knowledge make it difficult
for women to access
knowledge
Babalwa Does not have time to learn to use computers. Not
interested in learning to use computers. Needs
motivation to learn
No interest in ICT
Cecilia Blames self for not learning to use computers.
Expensive to access PCs at Internet cafes. Has
been empowered by e-mail and ability to search.
Would advocate for introduction of computing in
school
While Cecelia has been
empowered by usage of e-
mail to communicate, she
blames herself for limited
knowledge of computers
Evelyn School head locks away computers. School head
has no confidence in women teachers teaching
computers. He is a male chauvinist. He believes
women are not capable of learning to use
computers. Does not know how to use computers
effectively. Interruption of technical issues like
power cuts and Internet down, interfere with
Constant referral to unfair
access to computers in
school, to persevere and
prove that women are
capable of using ICT as well
as men can
20
scheduled training time
Dorothy Computer illiterate. Rural-urban gap in knowledge
pronounced. Women working in rural areas more
often computer illiterate than those in urban.
Advocates for classes for women to reduce
abdication to males, to teams and asking for items.
Multi-tasks reduce time spent on learning
computer. If taught as part of curriculum it would
enhance their chances of learning
Rural-urban divide in
learning. Male-female
divide in knowledge of
computers. The digital
divide in rural-rural urban
and male-female is
pronounced
Khaya Rural schools had no computer. Advocates for
computer labs for women students because males
look down on female students who do not know
how to use ICT
Male domination of
computers Limited rural
exposure to PCs in rural
school
Kgomotso Limited knowledge of computers. Limited
computers. Individualistic access to e-mail.
Private and password protected. Encourage use of
computers at home and in schools. Empowered by
the possibility of accessing computers. Not
comfortable with first-time usage. Limited
computers
Women in graduate school
met computers for the first
time
Juliet Online retrieval of information providing access to
current information. Women now having access to
electronic gadgets that may have been the preserve
of men. Not owning own computers. Role
conflict, other duties at home are demanding of
time. Cultural misrepresentation
Cultural representatives of
women’s role inhibit
women’s experimentation
Tabetha First-time users. Not adequate training time.
Learning time-table tight. No time demands of
other roles, so that there is no time for practice.
“Maybe after 5 pm, a man can continue until after 8
pm, as a woman, I can’t do that. I have to rush
home”. Not enough time.
If there was sufficient time to
do multiple roles, and still
use computers
Mary-Jo Searching for books and e-journals saves time.
Limited access to computers. Needs more training
time. Increase the ratio of computers to one per
five students
Computers are few in
number and need to be
increased
Fatima No knowledge of computer. Had no interest and
knowledge. Had some training which she enjoyed.
Able to access recent information. No
discrimination in access. Wants to be able to
access computers easily
Computers are limited.
Training time is limited
otherwise beneficial
Ntombi
Has taught herself to surf the ’net. Finds current
information in that process. Time saving. More
computers required. When working with male
colleagues “they make you feel like you do not
know what you are doing”
Computers save time.
Intuitive, you can teach
yourself
21
Sihle Only just learning to use computers. Has learnt that
online retrieval is faster, and easier and “the boys
do not check out the books before we do”. Online
learning empowering in that “Women also are able
to use the technology”
Taamsanqa Uses the Internet to access current information.
Accesses computers at UZ. Congestion in the
computer lab reduces explanation. Advocates for a
woman’s laboratory where they can explore.
Advocates for extended access over the week.
“Internet search is like magic”
Computer labs at UZ are few
and congested
Hanna One lab for students in Social Science departments.
First come, first served basis, but women’s other
responsibilities come first. No open discrimination.
Computers save time. Open opportunity for
women. Mastering machine has boosted their
confidence, which comes with knowledge. Pages
that are slow. Encouraging ownership of
computers. When there is pressure there is pushing
Computers are insufficient
for students
Shirley Learning online easy access to information. Easier
on her eyes than print. Limited time to use
computers. Has changed her life and her
knowledge about issues
Online learning made her
learning easy. Access to
resources and ability to
manipulate a computer
Deviant cases
While we had not initially planned to interview those students that were actually working
on PCs, the team agreed at analysis stage to include this group to find out their
experience. The free attitude interview question and the process was utilised. Table 4
below summarises the findings.
Table 4: Responses of deviant cases
Emerging issues Theme
Respondent 1 Appreciates the value of a
computer
Has problems of access
Males dominate the labs
Male domination
Respondent 2 The guys dominate the labs
Will make use of the lab if she
gets a chance
Can do her research work
Can communicate with family
and friends
Can do Internet searches
Appreciates the value of the
Internet and online access
22
Respondent 3
Perseveres and is prepared to go
back to the lab
Finds the Internet useful
Has problems of access but is
prepared to do it all over
again until she gets what she
wants
Respondent 4
Sees the value of the computer
Is scared to book at night
Will let the boys do it
Sees the boys as taking the
lead and will grab a chance to
join them because of the
value they see in computers
Respondent 5 Has interest and has had
experience with computers from
high school
Claims other females do not use
computers because of their rural
background
Too shy to ask for help as most
do not know
Others do not bother themselves
about the Internet
Cheaper way of communicating
Rural-urban divide is a
hindrance
Females ignorant of the
importance of the computer
Communication is made easy
Respondent 6
Advocates for a lab for ladies
Claims its ‘unlady like’ to be
pushing for computers with the
guys
Limited printed resources – opts
for online resources
Male domination but will not
push herself around
Respondent 7 Advocates for labs for
undergraduates in the faculties
and departments
Has problems of access
The computer centre is closed
earlyc- they need more time
Connectivity is a problem.
Problems of access and some
technical problems of
connectivity
E ANALYSIS
Observation
As indicated under findings, our observations noted that female students were
outnumbered in computer laboratories. They were in the minority. The analysis of the
booking sheets confirmed our observation. Booking sheets over a 4-month period
indicated that female students were only 12% of those that reserved PCs for their use.
Where then are the female students accessing online learning resources?
23
The analysis of computer booking statistics corroborated our observation that the PCs in
the computer labs are largely used by male students. This had been a concern and indeed
what drove us to engage in this research. For a university whose male : female ratio
includes one- third females, this is problematic. Even though female students are fewer
on campus, that same ratio would be expected to be represented in the booking statistics.
Interviews
The responses have been grouped into five sections by establishing emerging themes,
which are economic issues, socio-cultural, technical, political and those not interested.
The issue have emerged as causes of barriers to access to computer aided learning.
The interview process yielded deeper insights, experiences and processes of PC access,
usage and learning of female students.
a) Economic issues
It was reported that while there is congestion at computer labs at UZ, it was
expensive to purchase equipment and in the short-term accessing PCs in Internet
cafes was equally expensive.
This study was done during an economic meltdown in Zimbabwe. Inflation was
at 800%. Considering that these were women students, most of them studying
part-time, accessing learning materials was critical for them. However, the
financial burden for accessing this learning material was notable. It brings into
question whether online learning is an appropriate tool if students do not have
mechanisms of meeting the financial requirements.
However, one respondent indicated that the element of online learning
encouraged her to purchase her own computer. The student had to prioritise
purchase of a computer in order to facilitate learning. In a sense it becomes part
of the investment in education.
Another student saw beyond the current inconvenience and indicated that using
online learning tools would enhance her marketability in the workplace. She
would acquire all the skills she needed so that she could be more marketable on
graduation.
While one student found the Internet cafes expensive, another found them cheap,
fast and convenient. She utilized them because she did not have access at home.
Her only disadvantage was that because she was not on campus, she could not
access e-journals. She was also concerned that she picked up viruses at Internet
cafes.
There is a sense in which students will prioritise the acquisition of knowledge
over other needs. However, in the light of the assertion that women earn less,
24
perhaps a mechanism of ensuring access to learning tools ought to take into
cognizance their economic disadvantage.
b) Socio-cultural issues
A number of socio-cultural issues emerged. Usage of computers in learning is an
emerging area. It has been an area dominated by males. Therefore the research
met with such statements as: “school had no confidence in female teachers and would not let them teach computers” “maybe a man can continue working in the computer lab till 8 p.m. but as a woman I cannot. I have to rush home”
These statements typify learning and usage patterns in Zimbabwe society. Less
women will learn because they do not get the opportunity - because they are not
given a chance and because they do not have time to learn. Other socio-economic
cultural barriers were identified.
(i) Multiple roles
Women’s multiple roles also emerged as an issue. While they would have liked
to spend more time working on computers:
“after 5 p.m. one has to rush home and look after husband and family” “if I stay on in the evening I will be accused of having affairs so I must get home and do other things” “we cannot come in early in the morning to book PCs because we have to ensure that the family is taken care of”
Women’s family commitments get in the way of their spending time on
computers. In a sense ,women are not only learning but are learning to learn on-
line, and that requires time. However, their other duties demanded that time as
well. The majority of the students had constraints of time and division of that time
between learning and family commitments.
(ii) Time
Time itself emerged as an issue. One respondent indicated that online learning
saved her time. It was easier to locate learning materials and her supervisor did
not need to be present in his office. They communicated via e-mail. Several
other students also indicated that the availability of online journals reduced time
spent hunting for books. E-journals were not borrowed, stolen nor mutilated. She
is fortunate to have access to a computer in her departmental lab.
25
Some respondents, however, indicated that time was not sufficient. They had no
time to learn online. They had no time to spend on campus beyond lectures
because they were part-time students. For them there was no time for techno-
pedagogy.
A widowed student highlighted her plight in that while she needed to make time
to learn, she did not have time to be on campus as well as parent her children.
Issues of time management for students go beyond techno-pedagogy. It is an
issue with learning time. It is for students to set priorities and their investment in
time. Issues of time and gender are also critical issues. Women’s time is always
taken. Literature has always emphasized that introduction of new phenomena into
women’s lives ought to consider time issues and women’s multiple roles.
(iii) Access to computers
In all laboratories access to computers is on first come, first served basis. Some
respondents felt that this was fair, in that whoever got there first got access.
Other respondents, however, felt that a more systematic reservation scheme would
ensure access for those students who had other roles outside UZ.
(iv) Male-female access
While the laboratories were largely occupied by male students, not a single
student said they felt discriminated against on the basis of being women.
However, some did indicate that:
“I could only learn from the male students. I sacrificed my own dignity in order to learn to use computers.” (She had to constantly ask male colleagues to teach her.) “When the pressure is on male students push and shove to get to PCs” “When working with male students they make you feel like you do not know what you are doing” “First come, first served is fair but women’s other responsibilities prevent access in good time” “There is male domination at the computer labs … it is survival of the fittest”
There is an apparent disconnection here between perceived discrimination and
male domination in access. As Buskens (2005) asserts: “It takes a long time for
women to create a connection between discriminated practice and that
discrimination as being unfair”. These students typified that. They saw no
discrimination in access – first come, first served was fine, but they did notice that
there were some disadvantages for women. However, they did not make the
connection of the disadvantage being unfair.
26
(v) Rural-urban divide
Participants from rural areas had more limited knowledge of computers. Rural
schools largely have no electricity. However, in 2005 a number of them benefited
from the State President’s donation of computers to schools. When the electricity
is connected perhaps they will then realize the full benefit.
(vi) Online learning empowering
Students also indicated that online learning has empowered them to learn new
skills. For most of them empowerment meant getting new skills and being able to
use PCs, as illustrated by responses below:
“Women now have access to these electronic gadgets that may have been for men” “Women are now able to use the technology”
Socio-cultural issues in online learning were both negative and positive. Multiple
roles, time and gendered access emerged as major issues in socio-cultural issues.
c) Technical issues
The respondents also raised several technical issues relating to online learning.
(i) Limited computers
Insufficiency of computers was often cited as an impediment to access online
learning material. They cited that one computer laboratory with 25 PCs was
inadequate for nearly 300 graduate students in Social Science.
One of the results of the inadequacy was the pushing and scramble for computers
in which the rule of the jungle of survival of the fittest applies. Physically
stronger male students would then prevail over the physically weaker female
students. Some female students also felt that it was “unlady-like to be seen
pushing.”
A related matter is the one discussed in the previous sections, in which multiple
roles of women may affect their ability to engage in that struggle, which often
occurs in the morning. By the time they arrive the scramble has ended and the
space is occupied.
Students had suggestions on how to spread access to the inadequate computers.
27
“Increase the ratio of computers to one per five students” “Open computer laboratories over weekends” “Introduce a booking system that accommodates those not able to arrive early” “Encourage individual ownership of PCs”
Adult learners learn by contributing. Perhaps a mechanism for harnessing ideas
from these students needs to be developed so that some suggestions for solutions
can be found. This is particularly important for female students whose learning is
built around their other lives. Their inputs into how to improve access to PCs as a
crucial entry point to learning online is critical. Without that initial access,
learning will not occur.
(ii) Inadequate training
Respondents cited this as a major handicap in their interaction with PCs. They
cited that no formal training was provided to graduate students. They were
simply provided with a laboratory. Some respondents responded to this lack of
training by enrolling for computer courses outside the university in which they
would be trained in:
- basic computing
- Excel
- Windows
- MS word
- MS Access
On arrival on campus, those without training in usage of computers depended on
other students to teach them how to use the learning tools, such as:
- the library Online Public Access Catalogue
- searching the web
- retrieving online journals
- searching various databases available on the library website.
One respondent stated: “I sacrificed my own dignity to ask a male colleague to
teach me. He must have felt good each time I asked ‘Brian please help’”.
The UZ system seemed to have failed the students by providing some
instruments, but not the training. This group of female students articulated their
predicament well. On the one hand resources are provided but on the other no
formal training is provided - and yet students are expected to perform well.
Some students provided solutions for themselves.
“I enrolled in a course at African Virtual University”
28
“I enrolled for a course of Introduction to Computers in a college in town”
If indeed women have multiple roles, then their learning should be tailored to
ensure that learning resources and the requisite skills should be accessible without
further calling on them to make their own time to learn. While students made
arrangements to learn by themselves, it is inadequate that they have not been
provided with a formal training that facilitates techno-pedagogy.
(d) Technical interruption
(i) Power failures were cited as an interruption to the e-learning process.
Some labs and branch libraries are not backed by generator power.
Intermittent power cuts, which have been frequent in Harare, have
interrupted use of computers.
(ii) Internet down time - this issue is related to power cuts, but not necessarily
all the time. This becomes an interruption to learning, particularly if the
online resources being accessed are on the web and one has limited time
too. Women students, whose time was already limited, felt particularly
disadvantaged.
(iii) Bandwidth. When the Internet is up, students are inhibited by the slow
speed of it. The university has 2mps bandwidth to be shared among 10
000 students and almost 4000 staff. At certain times it is almost
impossible to get the Internet. Such limited speed is a great hindrance for
students already pressed for learning time.
(iv) Positive aspects. Some students indicated that when the technical side is
fixed, online learning saves time. E-journals are never checked out and
are there all the time. One does not “miss” lectures because the materials
are on the web. The lecturer does not need to be in their office because
one can send them an e-mail and vice versa.
According to these informants, if the technical hindrances are managed, online learning
offers flexible learning for women learners. It saves their time which is always
demanded by other commitments.
The Internet, when it is working, “works like magic … you just click and have
information”. These positive comments need to be built on to give women learners the
full benefit of online learning.
Women learners would also like to see access to computers eased. This goes beyond the
technical access but also includes appropriate training programmes and managing the
technical aspects that make access possible.
29
(e) No interest
There were informants who were not interested in computing and online learning, while
some indicated they did not have enough information to develop an interest. Some blame
themselves for not learning to use computers. However, these were isolated cases.
“Deviant” cases
A number of female students identified at work in the computer laboratories were
interviewed. We called these “deviant” cases because they were behaving differently
from the majority of women, who stayed away from computer laboratories.
While these students were aware of fact that they were in the minority, they focused on
facilitating their own learning. They were not deterred by being in the minority. The
value of reaching their learning goal inspired them. They were aware that other female
students were staying away. They were not crusading for the access of others. In a
sense, they were pioneering for the good of their education.
This group of undergraduate students is one that we would like to go back to, and study
their experience a year later. It may shed more light on female online learning prospects
in higher education. As a group, they had nothing in common. They were not frightened.
They happened to be isolated cases of female students who persevered to use PCs for
their learning.
F CONCLUDING STATEMENTS
The definition of empowerment as used in this report has been discussed earlier. The
respondents in this essay also perceived empowerment in their own terms.
Empowerment was said to have been experienced when:
“I can now use the computer as well as a man can”
“I feel empowered because I can now save time”
“I am empowered by ICTs because I have now learnt new skills”
It is my view that utilization of a single framework for empowerment may miss out on
individual perception of empowerment. It is critical to recognize what individuals
communicate as being empowered, and build on that awareness that may be necessary to
achieve higher levels of empowerment like transformation. It begins with individual
recognition of being empowered. Any interventions should therefore build on that.
Does online learning at UZ empower female graduate students? In the majority of cases
interviewed, most were empowered by the online learning. There were exceptional cases
30
that were not interested in online learning. The students indicated that it saved their time.
It offered them control over the learning interface. It accommodated the multiple roles.
It was evident form the research that there are technical and socio-cultural barriers
against access to learning online. Once those hurdles were/are removed, women learners
found online learning empowering them with new skills, new ways of learning and
saving their time.
RECOMMENDATIONS
These recommendations are drawn from the findings of the study. They have been
included here to provide an intervention mechanism that will enhance women’s learning
online in higher education.
1. We recommend that the university should put in place mechanisms that enable
female students to have access to computers, i.e. a female postgraduate computer
laboratory.
2. We recommend establishment of a framework to collect inputs form graduate
female students on how they can be better served by computer laboratories.
3. Computers should be made accessible in halls of residence so that they are easily
accessible to female students, who may other wise not feel safe to walk to
computer laboratories.
4. Issues of slow connectivity should be addressed more seriously (VSAT should be
considered as an option for increasing the bandwidth).
5. We recommend that the university purchase more computers, at least having a
computer lab in every department.
6. Training in using PCs to learn online should be compulsory for all graduate
students in order to give them online learning skills.
7. There is a need for staff development programmes for the lecturers to be
computer literate, so that they can encourage all students generally, and more
women students in particular to use online learning resources.
8. The university should come up with policies and practices that encourage the use
of ICTs by students in the learning process
9. Lecturers need to cultivate the culture of ICT usage by students.
31
10. Customized training packages should be designed and ICT planners should keep
abreast of technological trends and design curricula that equip all members
joining the UZ and all students with ICT skills.
11. There should be capacity building of female students and efforts should be made
to introduce ICTs at primary level - ‘catch them young’ - in order to prepare the
students for a future that is ICT-based.
References
Brayton, J. (1999) Women’s love/hate relationship with the Internet. In I Markovic (Ed.)
Cyberfeminism (pp. 193-202). Zagreb: Centre for Cultural Studies.
Batezat, E. and Mwalo, M. (1989) Women in Zimbabwe. Harare: SAPES Trust.
Buskens, I. (2005). Free attitude interview manual-1, 2005.
Carston, R and Colman, A. (1996). Gender and social facilitation effects on
computer competence and attitudes toward computers. Journal of Educational
Computing Research, 14(2): 171-183.
Chagonda, T. (2001). Masculinities and Resident male students at the University of
Zimbabwe: gender and democracy issues. In R.B. Gaidzanwa (Ed.) Speaking for
ourselves: Masculinities and Femininities amongst students at the University of
Zimbabwe. Harare: UZ.
Chikasha, S, and Van Petegem, W. (2006). A study on the human factor issues of
lecturers and students that hinder the establishment of an e-learning enabled tertiary
institution in a traditionally face-to-face institution. The Zimbabwe Journal of Educational Research, 18(1): 17-49.
32
Chivaura, S. (2001). The Affirmative Action Policy in student admissions at the
University of Zimbabwe .In R.B. Gaidzanwa (Ed.) Speaking for ourselves: Masculinities
and Femininities amongst students at the University of Zimbabwe. Harare: UZ.
Flick, U. (2002). An introduction to qualitative research. 2nd
ed. London: Sage
Publications.
Fossey, E, Harvey, C, McDermott, F. and Davidson, L. (2002). Understanding and
evaluating qualitative research. Australia and New Zealand Journal of Psychiatry, 36(6):
171-183.
Mar Gadoi, C. (2001). Exploring the gender impact of the World links in some selected
participating African countries: A qualitative approach. Washington: World Links.