Relevant bibliographies by topics / Open learning – Zimbabwe

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Open learning – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Open learning – Zimbabwe"

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Mutanana, Ngonidzashe. "Open and Distance Learning in Rural Communities of Zimbabwe: Exploring Challenges Faced by Zimbabwe Open University Students in Kadoma District, Zimbabwe." Asian Journal of Humanity, Art and Literature 6, no. 1 (2019): 49–58. http://dx.doi.org/10.18034/ajhal.v6i1.349.

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This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were curr
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Muza, Cuthbert, and Andelcah Muza. "IT Governance in Open Distance Learning institutions: a case of Zimbabwe Open University." IOSR Journal of Business and Management 16, no. 9 (2014): 88–94. http://dx.doi.org/10.9790/487x-16948894.

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Kaputa, T. M. "Making Open and Distance Learning Inclusive: The Zimbabwe Open University’s Experience with People with Disabilities." Greener Journal of Educational Research 3, no. 8 (2013): 392–401. http://dx.doi.org/10.15580/gjer.2013.8.180913849.

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Mhishi, Misheck, Ezra Pedzisai, and Edward Mandoga. "Geographic Literacy and World Knowledge amongst Open Distance Learning Students in Zimbabwe." Greener Journal of Educational Research 3, no. 7 (2013): 301–9. http://dx.doi.org/10.15580/gjer.2013.7.051413612.

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Jameson, Jill. "The Digital Abyss in Zimbabwe." International Journal of ICT Research and Development in Africa 1, no. 3 (2010): 65–91. http://dx.doi.org/10.4018/jictrda.2010070104.

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Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In te
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Mpofu, Vongai, Tendai Samukange, Lovemore M. Kusure, et al. "Challenges of virtual and open distance science teacher education in Zimbabwe." International Review of Research in Open and Distributed Learning 13, no. 1 (2012): 207. http://dx.doi.org/10.19173/irrodl.v13i1.968.

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This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms of forty-two lecturers who were directly involved at the launch of the program and in-depth interviews. Qualitative data analysis revealed that the programme faces potential threat from centre-, institution-, lecturer-, and student-related factors. Th
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Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.

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Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curri
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Zvavahera, Promise, and Fine Masimba. "The use of information and communication technology in supervising open and distance learning PhD students." Ukrainian Journal of Educational Studies and Information Technology 7, no. 3 (2019): 32–41. http://dx.doi.org/10.32919/uesit.2019.03.04.

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Even though open and distance learning (ODL) using Information and Communication Technologies can be applied across disciplines and at various levels, this paper focuses on the supervision of PhD students studying through the Open and Distance Learning mode of education using Information and Communication Technologies (ICTs). Taking into account the fact that higher education institutions are always striving to increase the quality of supervision and throughput of doctoral programmes, the study highlights how Information and Communication Technologies (ICTs) can mitigate these challenges. The
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Mubika, Augustine Kudakwashe, and Barnabas Muyengwa. "Search for Quality Assessment in Open and Distance Learning at Undergraduate Level Teaching Practice at the Zimbabwe Open University." Greener Journal of Educational Research 3, no. 3 (2013): 115–22. http://dx.doi.org/10.15580/gjer.2013.3.041813581.

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Mpofu, Jabulani, and Almon Shumba. "Perceived Challenges Faced by Visually-impaired Students in Open and Distance Learning Centres in Zimbabwe." Journal of Social Sciences 31, no. 2 (2012): 127–35. http://dx.doi.org/10.1080/09718923.2012.11893021.

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Dissertations / Theses on the topic "Open learning – Zimbabwe"

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Mswazie, Jonathan L. P. "Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/11184.

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This study set out to investigate a unique case of innovation adaptation and institutionalization in a depressed socio-economic environment. The main aim of the study was to understand and explain interventions and innovative strategies that underpin the survival and growth of the Open and Distance Learning Mode (ODLM) in Zimbabwe. Towards this end, the data to address the research questions was derived from the case study methodology which incorporated, among others, documentary analysis and interviews with persons involved in the initiation and management of the ODLM. The results of the stud
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Chikono, Albert Nhawo. "Knowledge sharing practices amongst academics at the Zimbabwe Open University." University of the Western Cape, 2018. http://hdl.handle.net/11394/6426.

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Magister Library and Information Studies - MLIS<br>This study investigated knowledge sharing (KS) practices at the Zimbabwe Open University (ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU regional campus faculty departments and identified gaps, with the aim to find out how knowledge is being managed, shared in an Open and distance learning institution and if knowledge management (KM) is playing a role. The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open University. A questionnaire survey was carried out to collect data f
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Tsvigu, Chipo. "Students' experiences, learning styles and understanding of certain calculus concepts: A case of distance learning at the Zimbabwe open University." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/8480.

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Philosophiae Doctor - PhD<br>This study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of those students who for one reason or the other opt not to study in conventional institutions of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved.
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Mugabe, Madzviti Jacob. "Support structures and strategies used by adults to cope with distance learning." Thesis, 2011. http://hdl.handle.net/10413/6239.

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I explored the support structures and strategies used by adults to cope with distance learning (DL). The Zimbabwe Open University (ZOU) wished to become a world class university of excellence while students struggled to complete programmes. My argument is that education cannot produce the quality of graduate that society expects unless access is accompanied by adequate effective learner support. I studied adults’ experiences with the ZOU support structures and student’s strategies that they used to cope with: administration of the programme, availability of learning materials, library, informa
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Chikuya, Hilton Hakurotwe. "Teacher education within the context of open and distance learning in Zimbabwe : a case study." Thesis, 2007. http://hdl.handle.net/10500/2157.

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The research was carried out to assess the value of the Bachelor of Education, Educational Administration, Planning and Policy Studies (B.ED-EAPPS) degree programme offered by the Zimbabwe Open University (ZOU) as a further teacher education programme for primary teachers in Zimbabwe offered through open and distance learning. The research utilised the case study design and had relevant data collecting instruments which included questionnaires, write ups and interviews. Both random and non-random sampling methods were used to come up with samples used quantitatively and quantitatively.
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Dominic, Uzhenyu. "Work stress, work engagement and service delivery within Zimbabwe's changing distance-learning environment." Thesis, 2018. http://uir.unisa.ac.za/handle/10500/25665.

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This research was conducted from the perspective of a positive human behaviour paradigm in the context of human resource management. It investigated the interrelationships between work stress, work engagement and service delivery of academics in a changing distance-learning environment in Zimbabwe, for which there is a paucity of research. A descriptive, cross-sectional survey design was applied to a sample of 83 academics at the largest distance-learning university, against the background of their ever-changing roles. A sample of 101 students was also included, so that the students provided b
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Book chapters on the topic "Open learning – Zimbabwe"

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Chiuswa, Leslie, and Alex Sibanda. "The Use of a WhatsApp Record for Communication With Students." In Advances in Library and Information Science. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7740-0.ch020.

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The purpose of this study was to explore the impact of WhatsApp usage in disseminating information to students at the Management, Zimbabwe Open University's Mashonaland West Regional Campus. This study employed a mixed methodology wherein both the qualitative and quantitative approaches were used. Data was collected using questionnaires and interviews. The questionnaires were distributed to students through WhatsApp groups for all faculties. A total of 255 questionnaires were distributed to students through the existing WhatsApp groups. Of the distributed questionnaires, 128 were returned, and of these, 69 were usable for data analysis. The study revealed that the majority of students utilize WhatsApp for communication with the university. The other finding was that WhatsApp communication was characterized by data bundle costs and internet connectivity challenges. The study recommended that there be a WhatsApp policy and widening of the use for teaching and learning.
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Journal articles
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