ZOOM Case Study PDF

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/354193246 The Challenges and Opportunities of Using ZOOM App in the Teaching and Learning of Mathematics in Higher Education Institutions (HEIs) During COVID- 19 Pandemic: Lecturers’ and St...

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/354193246 The Challenges and Opportunities of Using ZOOM App in the Teaching and Learning of Mathematics in Higher Education Institutions (HEIs) During COVID- 19 Pandemic: Lecturers’ and Stud... Article · August 2021 CITATIONS READS 7 4,942 4 authors: Julius Zulu Patricia Nalube University of Zambia University of Zambia 14 PUBLICATIONS 19 CITATIONS 12 PUBLICATIONS 53 CITATIONS SEE PROFILE SEE PROFILE Robert Changwe Simeon Mbewe University of Zambia University of Zambia 16 PUBLICATIONS 63 CITATIONS 11 PUBLICATIONS 187 CITATIONS SEE PROFILE SEE PROFILE All content following this page was uploaded by Robert Changwe on 28 August 2021. The user has requested enhancement of the downloaded file. International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 The Challenges and Opportunities of Using ZOOM App in the Teaching and Learning of Mathematics in Higher Education Institutions (HEIs) During COVID- 19 Pandemic: Lecturers’ and Students’ Perspective Julius Zulu, Patricia Phiri Nalube, Robert Changwe, Simeon Mbewe Department of Mathematics and Science Education, The University of Zambia, School of Education, Lusaka, Zambia Abstract: The COVID-19 pandemic has affected educational further recommended that government through the Ministry of systems worldwide, leading to the near-total closure of various Higher Education (MoGE) should ensure that more training institutions of learning such as: schools, colleges, and should be given to lecturers as well as students in order to universities. Prior to the outbreak of the COVID-19 pandemic, reinforce the change and support the new innovation due to Web-based information services (WIBS) such as ZOOM app, COVID-19 to overcome ZOOM app challenges in teaching and WebCT, Desire@Learn, Coursework, Atutor and Interact, learning of mathematics. Google Hangout, Google Meet, Google Classroom, Blackboard, Keywords: Mathematics, COVID-19, Web-based information Moodle, Olat, Sakai, Kallidus On Demand, and WebEx are being used by institutions in the teaching and learning of mathematics. services (WIBS), ZOOM app, challenges, opportunities ZOOM app allows students and lecturers to share the I. INTRODUCTION whiteboard, share the screen, add participants, mute participants in case of noise distortion, and upload lecture notes during the teaching and learning process. The study investigated the challenges and opportunities of using ZOOM app in the C OVID-19 is a disease which is caused by a virus called corona. It was first detected in Wuhan, China. According to WHO (2019), the common symptoms of COVID-19 teaching and learning of mathematics during COVID-19: include: fever, dry cough, tiredness, a loss of taste or smell, lecturers’ and students’ perspective. The study sought to shortness of breath or difficulty in breathing, muscle aches, establish challenges lecturers’ and students’ encounter when using ZOOM app in the teaching and learning of mathematics chills, sore throat, runny nose, headache, and chest pain during COVID-19 pandemic and determine opportunities among others. The disruption in education due to COVID-19 lecturers’ and students’ encounter when using ZOOM app in the has been unprecedented. At the point of this study, the teaching and learning of Mathematics during COVID-19 COVID-19 pandemic has led to the closure of schools, pandemic. Fifty (50) students taking Mathematics courses and colleges, and institutions in 188 countries, affecting more than ten (10) lecturers who teach mathematics courses at five (5) 1.5 billion students and 63 million primary teachers, institutions in the Lusaka district of Zambia participated in this secondary teachers, and lecturers worldwide (UNESCO study. A mixed method approach which followed a descriptive Institute for Statistics, 2020). This has staggered development survey study design, was used. Data was collected using a semi- for school-going children, with long-term consequences for structured questionnaire and a semi-structured interview schedule. Data was analysed descriptively and thematically. The their potential. Nevertheless, the barriers caused by COVID- challenges of using ZOOM app in the teaching and learning 19 pandemic have encouraged (HEIs) to use Web-based mathematics included: ZOOM app has limited capacity to information services (WIBS) such as ZOOM app, WebCT, accommodate more participants during the teaching and Desire@Learn, Coursework, Atutor and Interact, Google learning process; lack of good network connection; ZESCO Hangout, Google Meet, Google Classroom, Blackboard, power outages; lack of technological knowledge; high bundle MOODLE, OLAT, Sakai, Kallidus On Demand, and WebEx consumption; and lack of devices for online learning such as in the teaching and learning of courses in general and smart mobile phones, computers, tablets, desktop, and smart mathematics courses in particular. Among the aforementioned televisions. In terms of the opportunities of using ZOOM app in Web-based information services (WIBS) being used in the the teaching and learning of mathematics, the study has established that: ZOOM app allows lecturers and students to teaching and learning of Mathematics, ZOOM app has teach and learn from anywhere; ZOOM app is cost effective than appeared to be the most popularly used Video Broadcasting physical learning; ZOOM app facilitates group work; and Tool (VBT) in the teaching and learning of Mathematics ZOOM App options are easy to use; ZOOM app allows lecturers courses in higher education institutions (HEIs) in Zambia to schedule mathematics lessons in advance; and ZOOM app following the outbreak of COVID-19. ZOOM app is an allows participants to join before the host. In view of these American communications Technology Company findings, it was recommended that government through the headquartered in San Jose, California. It provides video Ministry of Higher Education (MoGE) should promote the use of telephone and online chat services through a cloud-based ZOOM app in the teaching and learning of mathematics. It was www.rsisinternational.org Page 92 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 peer-to-peer software platform and is used for particular, this study was guided by the following research teleconferencing, telecommuting, full-time education, part- questions: 1. What challenges do lecturers’ and students’ time education, distance education, and social relations encounter when using ZOOM app in the teaching and learning (UNESCO Institute for Statistics, 2020). It is an open source of mathematics during COVID-19 pandemic? 2. What as it is readily available for use on the market (UNESCO opportunities do lecturers’ and students’ encounter when Institute for Statistics, 2020). using ZOOM app in the teaching and learning of Mathematics during COVID-19 pandemic? Among other factors, many could have chosen the ZOOM app because it has now become the leader in modern II. THEORETICAL FRAMEWORK enterprise video and audio communications, with an easy, The study was informed by Social Constructivism reliable cloud platform for video and audio conferencing, theory (Vygotsky, 1986). Social constructivism is a chat, and webinars across mobile, desktop, and room systems sociological theory of knowledge according to which human (UNESCO Institute for Statistics, 2020). Besides, ZOOM app development is socially situated and knowledge is constructed provides a learning environment that is social-constructivist in through interaction with others. The Social Constructivism nature, instructors to plan and designate appropriate activities theory also holds that an individual’s interactions with the for the students on time, and it integrates a wide range of environment create the cognitive structures that enable us to resources and assessment strategies (UNESCO Institute for understand the world. In view of this, we therefore, argue that Statistics, 2020). social constructivism theory increases student motivation, Another compelling reason of choosing ZOOM app collaborative skills, increasing students’ opportunity to talk is that it allows students and lecturers to; share the whiteboard with one another and discuss their ideas increases their ability that can be used to solve, writes the notes, and draw or to support their thinking, develop reasoning skills, and to illustrate mathematical problems; ask questions during the argue their opinions persuasively and respectfully. teaching and learning process by raising the hand; and share Since ZOOM app allows students and lecturers to the screen to broadcast the notes (UNESCO Institute for audio and video conference, and therefore gives them more Statistics, 2020). In addition, ZOOM app allows students and flexibility to learn and interact with other students and lecturers to add participants, mute participants in case of noise lecturers, social constructivism theory provided the distortion, and upload lecture notes during the teaching and researchers with a special language to understand challenges learning process amidst COVID-19 pandemic (UNESCO and opportunities lecturers’ and students’ encounter as they Institute for Statistics, 2020). From the foregoing, it is of no interact, share the whiteboard that can be used to solve, draw doubt that ZOOM has become an increasingly important part or illustrate mathematical problems, ask questions by raising of our academic systems in higher institutions of education in the hand, share the screen to broadcast the notes, add Zambia. participants, mute participants in case of noise distortion, In view of Web-based information services (WIBS) upload lecture notes, and audio and video record the lecture used in the teaching and learning, there are many papers lessons that allow both lecturers’ and students’ to interact devoted to Moodle and not ZOOM app in HEIs. For example, during the teaching and learning of mathematics during Zakaria and Daud (2013) did a study on the role of technology COVID-19 pandemic. which highlighted Moodle as a teaching tool in a graduate III. METHODOLOGY mathematics education course. The authors found that students had positive perception towards the use of Moodle. The descriptive case study design on investigating In another investigation of teaching and learning of the challenges and opportunities of using ZOOM app in the mathematics using Moodle, Lopes (2011) found that if teaching and learning of mathematics during COVID-19 Moodle was used appropriately and systematically, both among lecturers and students was accomplished through a lecturers and students would benefit accordingly. Also, mixed method approach. Fifty (50) students taking Handayanto, Supandi, and Ariyato (2018) looked at the mathematics courses and ten (10) lecturers who teach teaching using Moodle in mathematics education. They found mathematics courses at five (5) universities namely: that there was a significant increase in exam results on the institution A, institution B, institution C, institution D, and final exam of the semester. institution E in Lusaka District of Zambia participated in this study. Students were coded as A1 to A10 (Students from While these studies have provided beneficial institution A), B1 to B10 (Students from institution B), C1 to information on Moodle as a tool that is used in the teaching C10 (Students from institution C), D1 to D10 (Students from and learning of mathematics, most of these studies have institution D), and E1 to E10 (Students from institution E). looked at the teaching and learning of mathematics using Lecturers have been coded as A (Lecturer from institution A), Moodle and not ZOOM app. Moreover, the current study B (Lecturer from institution B), C (Lecturer from institution looked at the challenges and opportunities of using ZOOM C), D (Lecturer from institution D), and E (Lecturer from app in the teaching and learning of mathematics during institution E). COVID-19 pandemic: lecturers’ and students’ perspectives. In www.rsisinternational.org Page 93 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 Data was gathered using semi-structured and 60% of the lecturers had a very negative perception, 22% questionnaire and semi-structured interview schedule. The of the students and 10% of the lecturers had a negative, 8% of semi-structured questionnaire was used primarily for its the students and 0% of the lecturers were not sure, 14% of the ability to elicit and generate data on the perspectives of students and 20% of the lecturers had a very positive lecturers and students on the challenges and opportunities of perception, and 6% of the students and 10% of the lecturers using ZOOM app in the teaching and learning of Mathematics had a positive perception. Therefore, results show that that in HEIs during COVID-19 pandemic. Researchers employed both students and lecturers share a negative view toward the semi-structured questionnaire because it has an advantage online learning in mathematics. over the interview in that it allows one to sample more units, Using ZOOM app before as part of your previous education at lower or no cost. The respondents during interviews were further The semi-structured interview schedule was used asked if they have used ZOOM app in the teaching and because it is a more natural way of collecting data (McMillan learning of mathematics. The findings were shown figure 2 and Schumacher, 1993). It helps to simultaneously solicit for below: opinions and experiences of participants in the natural settings (Cohen, Manion, and Morrison, 2007). Personal interviews are also a useful means of exploring someone else’s ideas or thinking (Creswell, 2014). Scholars across the globe contend that interviews are said to be the best way to collect data because it helps the researcher to have feelings, opinions, gestures, tone of voice, reactions, attitudes, views, and are useful in gathering in-depth data (Kvale, 1996). Talking to the participants during interviews also helped to have an in-depth understanding of the challenges and opportunities of using ZOOM app in the teaching and learning of mathematics during COVID-19 to lecturers and students. Audio recordings Figure 3: Used ZOOM app in Previous Education were used to capture interviews in their totality (Meriam, Source: Survey data, 2020 1998). During analysis, data recorded from interviews and questionnaires were transcribed verbatim, edited, coded, Figure 2 above shows that 9% of the students and 30% of the categorized, tabulated and where necessary graphed (Kothari lecturers had used ZOOM app before in their previous and Garg, 2014). education whilst 91% of the students and 70% of the lecturers had never used ZOOM app before in their previous education. IV. RESULTS AND DISCUSSION Therefore, results of the study suggests that both students and In this section, researchers present results and lecturers had never used ZOOM app before in their previous discussions on the challenges and opportunities of using education ZOOM app in the teaching and learning of Mathematics Types of Web-based information services (WIBS) used before during COVID-19:lecturers’ and students’ perspective. apart from ZOOM app in Mathematics General perception of online learning in mathematics First, respondents were asked whether apart from The respondents were requested to give their general ZOOM app they had used any other Web-based information perception of online learning in mathematics. The findings are services (WIBS) in the teaching of mathematics before. The summarized in figure 1. findings were as shown in figure 3. Figure 3: Whether the respondents had used other types of WIBS before apart from ZOOM app Figure 2: Respondents perception of online learning in mathematics Source: Survey data, 2020 Source: Survey data, 2020 Results in figure 3 showed that 2% of the students and 25% of With regards to respondents perception of online learning in the lecturers had used other Web-based information services mathematics, figure 1 above indicates that 50% of the students (WIBS) in mathematics before apart from ZOOM app whilst www.rsisinternational.org Page 94 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 98% of the students and 75% of the lecturers had never used spoke mentioned that ZOOM app lack the capacity to other Web-based information services (WIBS) in mathematics accommodate more participants during the process of teaching before apart from ZOOM app. Findings therefore indicated and learning mathematics as supported by the following that both students and lecturers have not used other Web- passage for student A3 from institution A is a typical example: based information services (WIBS) in mathematics before “………..ZOOM app only allow 100 participants, for that apart from ZOOM app. reason most students couldn't learn because we are over Types of devices used by respondents to access ZOOM app in 300 plus students from each tutorial group. Especially us the teaching and learning of mathematics from lecture group B we are about 400 first year students doing MBChB. I remember at one point, our lecturers also Respondents were further asked to mention the types of devise tried combining two tutorial groups which couldn't work they used to access ZOOM app in the teaching and learning of as well because we were over 500 plus. That made a lot of mathematics. The Findings were as shown in figure 4 below. students to be left behind”. Similarly, Student C2 from institution C narrated that: “………..One of the challenge is that ZOOM app only accommodate 100 students and you’ll find that in our group we were more than 300 hence more students were left out during the process of teaching and learning Mathematics”. Furthermore, lecturer B from institution B had also this to say: “……………….We faced quite a number of challenges, the first one would be that a lot of students were left behind when using the ZOOM app……. ZOOM app could only Figure 4: Types of devices used by respondents to access ZOOM app in the accommodate about 100 people per online lesson and for teaching and learning of mathematics my lecture Group C, my first year students were put into Source: Survey data, 2020 smaller groups consisting of 2 tutorial groups i.e. 200 per In terms of the types of of devices used by respondents to group so that more students could access the lesson but it access ZOOM app in the teaching and learning of still couldn't accommodate everyone. Some would try to mathematics, figure 4 above indicates that 10% of the students log in and the class would already be and 50% of the lecturers used desktops, 18% of the students full…………………..” and 20% of the lecturers used laptops, 14% of the students Lack of good network connection and 10% of the lecturers used tablets, 54% of the students and 10% of the lecturers used smart mobile phones, 4% of the Results from the telephone interviews showed that students and 10% of the lecturers used smart televisions. about (50 out of 60) of the respondents representing 83% Results of the study revealed that students used smart mobiles ardently cited about poor network when using ZOOM app in phones and lecturers used desktop to access ZOOM app in the the teaching and learning of mathematics. For instance, the teaching and learning of mathematics. following passages by Students A from institution A and Student D from institution D aforesaid: Challenges of using ZOOM app in the teaching and learning of Mathematics “………….As we know mathematics deals with a lot calculations. It was really difficult to understand While the preceding section presented findings on the general especially when one experiences bad network. perceptions of online learning in Mathematics, using ZOOM Mathematics needs students to be participating as the app before as part of your previous education, other types of lecturer is lecturing but with ZOOM app that is close to WIBS they have used before apart from ZOOM app, and impossible. Let me give an instance of calculus, it involves devices respondents use to access ZOOM app in the teaching a lot of derivation and as such students must be writing as and learning of Mathematics, this section presents and the lecture is underway but due to time and how poor the discusses the revealed challenges of using ZOOM app in the network is in Zambia, it is very difficult to do that as a teaching and learning mathematics. Six (6) challenges were result students might just be listening without writing in revealed: the end it will be very difficult to revise”. (Students A7 ZOOM app capacity institution A, 2020). When asked about the challenges lecturers and “………..Online learning is a type of learning that needs students encountered when using ZOOM app in the teaching or requires Internet connection. When there is no internet and learning of mathematics, (54 out of 60) representing 90% connection then you can't access it and this was the case www.rsisinternational.org Page 95 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 when we were learning Mathematics via ZOOM app. What for the lecturers as they were using the institution WiFi do I mean? Well, you can access internet connection because these routers for them to function are supposed to through WiFi or data connection. If you are using data be connected to a power source”. (Student E1 from connection then there is need for one to buy bundles so institution E, 2020). that they can have internet connection to access online Similarly, lecturer C from institution C during interviews learning. (Students D from institution D, 2020). observed that load shedding affected the teaching and learning With regards to lecturers’ views if poor network of mathematics via ZOOM app because gadgets like laptops, affected the teaching and learning of Mathematics via ZOOM tablets, mobile smart phones are power dependant as app, lecturer A from institution A and lecturer D from evidenced by the following excerpts: institution D shared these views as revealed below in form of verbatim: “…….Load shedding has being a great challenge countrywide here in Zambia which has being hindering “………………………..On the learning part I bet a few will main students and lecturers from learning and teaching say they understood when they were subjected to ZOOM via ZOOM app respectively. Therefore, many students app due to poor network. I remember one time the network have being negatively affected because in some areas was really bad that we had to cut the lesson…….At times, especially ZAMTEL subscribers, when power goes, technological difficulties such as Bandwidth was one of network becomes poor”. the drawback in the teaching and learning of mathematics via ZOOM app effectively because when the Bandwidth is Lack of technological knowledge poor, the sound drops in and out, forcing main students to ask a lecturer to repeat”. (Lecturer A from institution A, 2020). Study findings indicate that lecturers and students deemed lack of technological knowledge one of the “……………Network problem in some parts of the challenges they encountered when using ZOOM app in the country is very poor. Students come from different places teaching and learning of mathematics. Majority of the and homes, urban and rural areas. As such, students from respondents (55 out 60) representing 92% during telephone remote areas where network is down and poor failed to interviews cited having difficulties on how to use ZOOM app access the ZOOM app to learn Mathematics. For instance, in the teaching and learning of mathematics as evidenced by almost 90 percent of institution A students come from the following verbatim for student C10 from institution C as a rural areas, homes that are outside coverage on network. typical example: As such, students from those places and homes find it difficult to access the online learning. Approximately “…………..This ZOOM app is new to most of us students. 1,250 students failed to write the end of term test which I for one I never knew about this app and that it can be was conducted via Zoom in August, 2020 (Lecturer D used to teach and learn Mathematics. Even up to now I from institution D, 2020). still have difficulties on how to use it. I don’t know how to download the app and install it; ”. ZESCO power outages Another challenge cited by lecturers and students Similarly, lecturer B from institution B during interviews was power outages when teaching and learning mathematics observed that students and lecturers experienced difficulties via ZOOM app. For instance, about (52 out of 60) of the with technical problems when installing ZOOM app on their respondents representing 87% during telephone interviews gadgets and how to use it as evidenced by the following mentioned that Zambia Electricity Supply Corporation excerpts: (ZESCO) power outage due to load shedding was one the biggest challenges they encountered when teaching and “………..Main Zambian students and lecturers faced a lot learning mathematics via ZOOM app as evidenced by the of challenges just in installing ZOOM app meeting and following passages for student D7 from institution D and how to use it. This took a bit longer in learning and student E1 from institution E who expressed that: teaching mathematics via ZOOM app respectively……………..Not only was installing ZOOM “………….As a result of ZESCO power cut when the app was the problem, how to share the notes and how to mathematics lesson was going on, the lesson was always add students to the meeting was a big problem”. disturbed. Students could miss a lesson if the gadget was not charged due to ZESCO power outage. (Student D7 Additionally, lecturer A from institution A narrated institution D, 2020). that; “…………….There were some instances where there were power cuts at the institution due to load shading when “……Many lecturers have had faced a lot of challenges in learning mathematics via ZOOM app. These power cuts conducting lessons of mathematics via ZOOM app resulted into losing internet connection on the computers effectively due to lack of knowledge on how to effectively www.rsisinternational.org Page 96 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 use technology for denotation of mathematical symbols. As teaching and learning mathematics becomes very difficult a results of this, students have being facing challenges in ”. (Lecturer E from institution E, 2020) learning mathematics on this platform. “.........Some lecturers are not yet well acquainted with technology Opportunities of using ZOOM app in the teaching and learning of therefore, the manner in which they deliver information to mathematics the students doesn’t seem to motivate them. This a serious While the use of ZOOM in the teaching and learning of problem in this COVID-19 era where we are slowly mathematics has the challenges mentioned in the above moving away from the traditional classroom face-to-face section, a number of students and lecturers find an opportunity to digital learning. Some lecturers who are not so friendly with technology need some serious orientations on how to in it’s use. This study revealed four (4) opportunities in the use zoom platform as a way of teaching or lecturing use of ZOOM app in the teaching and learning of mathematics. Six (6) opportunities were revealed: effectively. ZOOM app allows lecturers and students to teach and learn from High bundle consumption anywhere Lecturers and students (47 out of 60) representing High bundle consumption was also one of the 78% during interviews spoke highly about ZOOM app as it challenges both students and lecturers encountered when allows students to even study at the comfort of their homes. using ZOOM app in teaching and learning of mathematics. The following verbatim are typical example for student A10 For instance, (50 out of 60) representing 83% of the from institution A and D9 from institution D: respondents during interviews stated that high bundle consumption especially MTN, Airtel, and Zamtel bundles “…………ZOOM app meeting made most of us the posed a great challenge when using the ZOOM app as students learn from the comfort of our homes. This made evidenced by the following verbatim by student C8 from me enjoy learning mathematics this app. What is needed institution C and E2 from institution E as a typical example: just is good gadget to access the lesson”.(Student A10 from institution A). “Using ZOOM app require a lot of bundles. High bundle “……….Digital learning allows students to even study at consumption by the app costed many students because a the comfort of their homes. As long as students have the lot of us were missing the lessons. The thing is, when one necessary digital devices, access to internet, affordable run out of the bundles, the app logs you out automatically. internet costs and adequate supply of electricity, they can This was my major challenge when it comes to using enjoy digital learning”. (Student D9 from institution D). ZOOM app”. (Student C8 from institution C, 2020). ZOOM app is cost effective “………………….High bundle consumption especially In view of experiencing challenges with teaching and MTN, Airtel, and Zamtel bundles have being posing a learning mathematics via ZOOM app, lecturers and students great challenge before students especially in this COVID- (53 out of 60) representing 88% during interviews cited that 19 era where we have experienced economic backlash. teaching and learning mathematics via ZOOM app is cost Due to this, many students have been missing some classes effective than physical learning as evidenced by the following because they can’t manage to find money for bundles”. excepts for students (A2 and B5) from institution A and (Student E2 from institution E, 2020). institution B acts as typical examples: Lack of device for online learning “Learning mathematics via ZOOM app is cost effective for some of us students because the money I was supposed Responses from the students (49 out of 60) to use for transport to move from home to school was used representing 82% during interviews revealed that lack of for bundles…………… Also, because of learning device such as mobile phones, computers etc. by lecturers and mathematics via ZOOM app, the money for boarding students affected the teaching and learning of mathematics via house rentals was saved for school fees because we were ZOOM app as evidenced by the following verbatim: learning from home”. (Student A2 from institution A). “………….I found learning Mathematics via ZOOM app to “…..In terms of the financial challenge, one needs to have be very cost effective because it helped me a lot in terms of enough data bundles, good gadgets such as mobile saving money for keep up, rentals for accommodation. phones, and computers when using ZOOM app to avoid Last term my parents did not spend a lot because of disruptions when teaching and learning is going on. learning Mathematics via ZOOM app”. (Student B5 from (Student C6 from institution C, 2020) institution B). “……..In a case where one doesn't have bundles or money ZOOM app facilitates group work to buy bundles, proper gadgets like phones, or computers, www.rsisinternational.org Page 97 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 Majority of the lecturers and students (56 out of 55) ZOOM app allows lecturers to schedule lessons in representing 93% during interviews recommended that advance teaching and learning mathematics via ZOOM app provides a A large portion of the lecturers and students (54 out click and connect conferencing solution. For instance, the of 60) representing 90% during the interviews expressed that following excerpts act as a typical example by student A from ZOOM app allows lecturers to schedule mathematics lessons institution A: in advance classes as evidenced by the following excerpts act “ZOOM app is a video collaboration tool that provides a as a typical example by student C10 from institution C and click and connect conferencing solution. You can use it for lecturer A from institution A: classroom teaching and learning, and group discussions. “ZOOM app allows our lecturers to schedule our “ZOOM app is an easy application one can create a video mathematics courses on time. I personally I have meeting conference, invite students, solicit participation seen that option on the app, it’s there.” (Student C10 and share resources. It is close to being in the same from institution C, 2020) lecture hall as you can while working and learning from home”. “…………………ZOOM app allows lecturers to schedule classes before lesson starts in mathematics. For instance, ZOOM App features are easy to use if tomorrow I have M412 (Complex Analysis) at 12:hours, Lecturers and students (49 out of 60) representing I will schedule the lesson on time and when that day come, 82% during telephone interviews spoke passionately about there will be no need of scheduling the meeting because it ZOOM app features being easy to use in the teaching and was already scheduled.” (Lecturer A from institution A, learning of mathematics. For instance, the following verbatim 2020) by student C2 from institution C and lecturer D from Similarly, lecturer E from institution E during interviews institution D act as typical examples: narrated that: “…………….Easy features on ZOOM app offers our “ZOOM app allows lecturers to schedule classes before lecturers an efficient way to deliver lessons to us the lesson starts in advance. When a particular course has students. Our lecturers can use screen sharing option for been scheduled on time, it sends a message to the students instance to share lecture notes, PowerPoint presentations. that the lesson for that course will be there on that fateful They can also use the whiteboard option to write lecture day”. notes and solve some mathematical problems”.(Student C2 from institution C , 2020). ZOOM app allows participants to join before the host At least 77% (46 out of 60) of the lecturers and “……………….ZOOM app has proven to be efficient, easy students expressed that ZOOM app allows participants to join and reliable app despite some of the challenges we before the host as evidenced by the following verbatim for encounter when using the app. The features such as audio student D5 from institution D as a typical example: and video recording are awesome. When teaching I was recording all the lessons and I could also encourage my “…………..We always join the meeting before our lecturer students to audio and video record me when I am joins in. This is a very good option. At least our lecturers teaching. Also, on ZOOM app, you can share the notes find us already in a meeting and this makes us settle in and you can also share the screen so that your students advance too”. are able to see what has been shared. (Lecturer D from Similarly, lecturer B from institution said: institution D, 2020). “………..One thing I like about ZOOM app is that when Similarly, lecturer B from institution B during telephone scheduling a meeting, there is an option where when you interviews expressed that: click on it (allow participants to join before host), you will find your students have already joined and waiting for “……………..ZOOM app has easy features that allows their lecturer”. lecturers to screen sharing. It also allows a lecturer to annotate the shared screen, making lessons more V. DISCUSSIONS interactive. You can record your lessons to the cloud or locally and students can do this too, and turn the Perception of using ZOOM app recording on and off as many times as they like to Findings reveal that most lecturers and students had a negative understand the covered topic of interest…………..Students perception regarding the use of ZOOM app in the teaching can choose the time and length of their lessons because and learning of mathematics. One possible reason why they have full control of their learning especially if they lecturers and students had a negative perception toward the have access to the lessons’ recording. use of ZOOM app in the teaching and learning of mathematics could be that most of them have never used Web-based Information Services (WIBS) such as Google meet, Google www.rsisinternational.org Page 98 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 classroom, Blackboard, Moodle, Olat etc. before in their that during the teaching and learning process of mathematics, previous education. This finding is in line with the study done ZOOM app only accommodated 100 participants, for this by Alkhanak and Azmi (2011) who found that both lecturers reason, majority of the students could not learn because they and students had a negative attitudes towards e-learning. were over 300 plus students from each lecture group. The Besides, it was established that lecturers and students used findings of this study are consistent with the study done by different types of devices such as laptops, tablets, smart Guzacheva (2020) which found out that ZOOM app especially mobile phones, smart televisions, and desktops to access for the unlimited package has limited capacity and limited ZOOM app in the teaching and learning of mathematics. This time limit. The researchers, therefore, deduce that the capacity finding conforms to the assertions of Adayana (2015) and of adding 100 students at a time is not a good option because McIntosh (2016) who in their study found that laptops, if the number of the students is over 100, it means those who computers, desktops, and smart mobile phones were mostly are not added will not learn. used in e-learning. The study also established that lack of good network Challenges problem was another challenge both lecturers and students encountered when teaching and learning mathematics via Study findings indicate that lecturers and students ZOOM app. The led to disconnection of the Mathematics deemed lack of technological knowledge as one of the lessons, interruption of the Mathematics lessons, and poor challenges they encountered when using ZOOM app in the audio and video quality. Based on this finding, authors teaching and learning of mathematics. In respect of this postulate that good network plays an important role in the finding, researchers therefore, infer that for the effective use online Mathematics lessons via ZOOM app or any other of ZOOM app in the teaching and learning of mathematics, learning management system so that lecturers are able to teach both lecturers and students should have the technological and students are able to learn without interruption or knowledge on how to install ZOOM app on devices such as disruptions. The study also found that some students did not smart mobile phones, computers, tablets, smart televisions, have access to the internet as they were in far flung areas and desktops; how to mute and un-mute participants, how to where accessing internet was a very big challenge. In line with upload the learning materials on ZOOM app; how to share this finding, authors, therefore, infer that in Zambia, internet lecture notes and presentations on the screen on ZOOM app; network systems and electricity supply were not always and how to audio and video record on ZOOM app. These reliable. Thus internet connections and electricity shortages findings agree with the assertions of Marban (2020), where he had actually interfered with the access to the teaching and says, “e-learning require technological knowledge. For learning of mathematics via online platform (Abad-Segura instance teachers need to have technological content and Ruipérez, 2020). knowledge on how to install apps on computers, how to operate a computer, how to uninstall an app, how to teach Furthermore, the study has established that both using a computer or projector (Marban, 2020). However, lecturers and students lack of devices such as computers, researchers, therefore, argue that both lecturers and students smart mobile phones, tablets, desktop in the teaching and lacked technological knowledge because they have never used learning of mathematics via ZOOM app meeting. In view of ZOOM app before in their previous education. the above findings, researchers in this study argue that ZOOM app can only be installed and operational on devices like This study also established that power outages due to smart mobile phones, computers, tablets, and smart televisions load shedding affected the teaching and learning of which are so expensive to some lecturers and students to get mathematics via ZOOM app. It was discovered that ZESCO one for teaching and learning of mathematics. The researchers power cut disturbed a lot of mathematics lessons and as a assertion is supported by Brigs (2019) who postulated that the result, majority of the students missed the lessons because challenges of e-learning involve lack of computers with high their devices such as smart mobile phones, computer, tablets speed internet or internet connections, lack of computer etc. could not be charged. Researchers argue that load peripherals, lack of smart phones, lack of tablets and or other shedding is a major threat to e-learning in Zambia which related ICT incompetence amongst students and lecturers. hinders many students and lecturers from learning and teaching on Web-based information services (WIBS) such as High bundle consumption affected the teaching and ZOOM app, Google meet, Google class, Moodle etc. In the learning of mathematics via ZOOM app. Based on this same view, Allen and Seaman (2017) confirm that to access finding, researchers, therefore, argue that accessing ZOOM Web-based information services (WIBS), devices such as app is not free of charge. Lecturers and students must have smart mobile phones, computers, tablets, and smart televisions megabytes (Mbs) to be able to access online mathematics must be charged. lessons, but Mbs in Zambia can cost a lot of funds. It was discovered that one mathematics lecture on ZOOM app With regards to capacity on ZOOM app, the study consumed almost about 800 to 1GB which is equivalent to established that ZOOM app has a limited lack capacity to K10 Zambian currency. Which means that if a lecturer or accommodate more participants during the process of teaching student has 5 lectures a day, he/she will spend about K50 per and learning mathematics. Lecturers and students expressed day, K250 a week and K1000 a month. With this in mind, www.rsisinternational.org Page 99 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 teaching and learning mathematics using ZOOM app is costly learning of mathematics. ZOOM app options for screen for both lecturers and students especially underprivileged sharing can give mathematics lecturers a great opportunity to (ASK, 2019). develop mathematics students’ intercultural skills by sharing engaging materials such as videos and articles, and Opportunities presentations. Researchers arguments are supported by Kahn The study has also established that teaching and (2001) who pointed out that online lectures can be recorded, learning mathematics via ZOOM app allows lecturers and archived, and shared for future reference. This allows students students to teach and learn at the comfort of their homes. In to access the learning material at a time of their comfort. view of this finding, the researchers therefore submit that as Results of the study indicates that ZOOM app long as lecturers and students have the necessary digital meeting facilitates group work among the students in the devices, access to internet, affordable internet costs, and teaching and learning mathematics. In this respect, researchers adequate supply of electricity, teaching and learning of argue that ZOOM app is a great tool for collaboration that mathematics can take place from anywhere. In fact, as the provides a click and connect conferencing solution that can be content is generally being reloaded on ZOOM app, lecturers used for classroom teaching and learning and group and students can download the lectures / videos and watch discussions. Mathematics students can use the chat box with them at their convenience time and again. Researchers further another students, with their mathematics lecturer or with the argue that the option for recording on ZOOM app can help group. They can see everyone’s camera and listen to lecturers record lessons and watch them again to assess everyone. The findings of this study are in consistent with mathematics students’ strengths and weaknesses and students Guzacheva (2020) who found out that instructors can use the can self-assess their skills by watching recorded lessons at breakout rooms on ZOOM app to group students in pairs of any-time and anywhere. The findings of this study are three, four, or in whatever size group they want. It is a great generally supported by Holmes and Gardner (2006) who way to encourage pair work or group work and allow medical contended that due to e-learning, students can learn at anytime students to work independently (Guzacheva, 2020). and anywhere, thereby developing new skills in the process leading to life-long learning. It has been further established that ZOOM app allows mathematics lecturers to schedule lessons in Besides, findings also showed that teaching and mathematics in advance. Researchers argue that scheduling a learning mathematics via ZOOM app is cost effective and meeting in advance save lecturers time because once you cheaper than physical learning. Students and lecturers schedule a meeting there is no need to schedule another one. expressed that there are no movements required when Researchers further argue that scheduling a meeting in teaching and learning mathematics via ZOOM app because advance helps the students to settle as they wait for their each and every lecturer and learner can teach and learn from lecturer to join. The finding of this study is in line with the their homes. In view of this finding, researchers can claim that UNESCO Institute for Statistics (2020) which reported that COVID-19 has led to both lecturers and students to teach and ZOOM app allows instructors to plan and designate learn from anywhere and at any time. This also imply that appropriate activities for the students on time. teaching and learning mathematics does not require learning to take place from the classroom, it can also take place outside Another impressive fact that was found out in this the classroom environment. This claim is also supported by study was that ZOOM app allows participants to join before Toquero (2020) who said that the goodness about online the host. In view of this finding, researchers argue that the learning platforms is that majority of them are cost effective option “join before host” is a very good option on the part of but requires good internet services. the lecturers that allows students to carry on with a meeting when their lecturer is not able to start the lesson at the exact Research findings have shown that ZOOM app has scheduled time. This tie with the findings of (Guzacheva, easy options such as the share screen option that allows 2020) that teachers when scheduling a meeting can click on lecturers and students to upload lecture notes, mathematical “join before host” to allow the students join before their videos, and PowerPoint presentations and whiteboard option teacher. that allows both lecturers and students to write formulas, draw or illustrate mathematical diagrams or shapes. In view of this VI. CONCLUSION AND RECOMMENDATIONS finding, researchers argue that ZOOM app options such as The study investigated the challenges and opportunities sharing the white-board that can be used to write of using ZOOM app in the teaching and learning of mathematics mathematical problems, write mathematical formulas, solve during COVID-19 pandemic from lecturers’ and students’ mathematical problems, draw or illustrate mathematical perspective. Teaching and learning of Mathematics via ZOOM shapes, ask questions by raising the hand, share the screen to app by both lecturers and students were constrained by: ZOOM broadcast the notes, add participants, mute participants in case app capacity; lack of good network connection; ZESCO power of noise distortion, upload lecture notes, and audio and video outages; lack of technological knowledge; high bundle record the lecture lessons are important features that allows consumption; and lack of devices for online learning such as both lecturers and students to interact during the teaching and smart mobile phones, computers, tablets, desktop, and smart www.rsisinternational.org Page 100 International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VII, July 2021|ISSN 2454-6194 televisions. Besides, the study has also established that the Бюллетень науки и практики. 2020. Т. 6. №5. 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