This research explains the university lecturers’ experiences during the coronavirus (COVID-19) pandemic. While this research acknowledges the existence of literature on the teaching conditions during COVID-19, it also recognises the gap of limited literature on lecturers’ experiences in teaching of Science, Technology, Engineering Mathematics (STEM) courses online. It is therefore, imperative to fill this gap by presenting these experiences and using them as guidelines during situations that demand the quick transitioning to online-based STEM education particularly where there is neither ample time nor frameworks to guide the smooth switch towards online classes. This quantitative study based on a single university case shows how Structuration Theory’s structures of domination, legitimation and signification influence transitioning from physical to online teaching methods. An understanding of these structures as experienced by the university lecturers afford the university management and the higher education institutions’ policy makers to formulate education policies that support online teaching methods to align with the new normal such as was the case during the COVID-19 pandemic where educational institutions were forced to quickly turn to online STEM classes. The paper concludes with a causal loop diagram of concepts that positively or negatively affect transitioning to teaching STEM classes online. These findings will have both practical and theoretical implications on policy makers as they present the guidelines for transitioning from physical classes towards teaching STEM courses virtually.

Authors:
Sibusisiwe Dube, National University of Science and Technology, Zimbabwe
Belinda Ndlovu, University of South Africa, South Africa
Sinokubekezela Princess Dube, National University of Science and Technology, Zimbabwe

About the Presenter(s)
Dr Sibusisiwe Dube is a University Associate Professor/Senior Lecturer at National University of Science and Technology in Zimbabwe

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