A critical discourse analysis of e-learning policies in education and training in Zambia

Abstract

This paper focuses on the analysis of e-learning policies as implemented in open and distance learning in Zambia by using tools of policy analysis. The paper also analyses text produced by respondents in a survey on the use of mobile technologies in education and training using critical discourse analysis (CDA). It is not easy to understand the views of policy-makers and practitioners by merely reading e-learning policies even if they have contributed to the development of those policies. Analysis of the text may lead to better policy implementation by technical and vocational education and training (TVET) practitioners as they will be better able to interpret national e-learning policies and develop their own institutional policies. The study argues that using mobile applications to mediate interaction of human agents and gather traits of interaction (ie text/artefacts) reproduces the social practices and views of TVET practitioners. A study of four teachers and policy-makers in TVET from Choma, Lusaka and Ndola districts in Zambia who use the mobile application Winksite and social practices found in the artefacts is analysed using CDA. The analysis used the three dimensions of CDA - description (text analysis), interpretation (processing analysis), and explanation (social analysis) - to gain a better understanding of TVET practitioners’ social practices. The study concludes that CDA is a useful analytical tool for analysing human social interactions in an online environment created by a mobile application.