Abstract:
Agriculture is the main stay of land-locked developing countries like Zimbabwe. Agricultural sciences training at higher learning institutions is pertinent to food security and economies of such nations’ long-term viability as they equip industry’s stakeholders. The coming of the COVID-19 pandemic disturbed the normal flow of training in higher learning institutions. COVID-19 was easily spread by close contact hence governments had to enact legislation to protect the public by prohibiting congregation. This resulted in virtual learning, a method that is difficult for hands-on training skills, as in the case of agricultural sciences. There is paucity of information with regards to effectiveness and challenges confronting program specific requirements hence the need to assess effectiveness of the virtual classroom on agricultural sciences. Online semi-structured questionnaires delivered via email and WhatsApp platforms for self-administration were used to collect data from the 60 students and an interview for 15 lecturers from Great Zimbabwe University. Thematic analysis and SPSS for association was used for data analysis. The findings indicated that virtual teaching was conducted using Google classroom. A number of challenges, chief among them cost of data bundles, network connectivity and power challenges, were hampering success of virtual platforms. Students were satisfied on theory lectures and not on practical skills training. There was no association (p>0.05) between student place of residence and level of satisfaction. Although blended learning is being implemented, there is need to have more physical interaction so as to instill the practical skills which are critical for the field of agricultural sciences. Also engaging telecoms service providers to allow access of the learning platforms at a subsidized cost.
