Exploring the Impact of COVID-19 on Students' Online Learning Experiences in Selected Public Learning Institutions in Lusaka, Zambia

The Coronavirus pandemic, officially known as COVID-19 significantly interrupted education systems globally, compelling a rapid shift to online learning. This study explores the impact of COVID-19 on students' online learning experiences in selected public learning institutions in Lusaka, Zambia. Conducted between 2020 and 2021, the study employed a descriptive research design and collected data from 200 respondents using questionnaires. The findings of the study reveal widespread adoption of online learning platforms, with Google Classroom and Moodle being the most utilized, with respondent representation of 47% and 26.5%, respectively. Despite the effectiveness of these online platforms, students faced numerous challenges, which included weak internet connectivity, erratic power supply, and inadequate infrastructure. The demographic analysis indicated that the majority of respondents were aged 16-25, reflecting a younger student population. Gender distribution showed a male predominance, aligning with national enrollment statistics. Most students engaged frequently with online learning platforms, but issues such as internet accessibility and personal circumstances affected their utilisation. The study concludes that while online learning provided a crucial alternative during the COVID-19 pandemic, significant improvements are needed in internet accessibility, affordability, and infrastructure to enhance the online learning experience. Recommendations include bolstering digital infrastructure and providing support to students and institutions to ensure effective and equitable access to online education.