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Journal articles on the topic 'Open learning – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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9

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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10

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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11

Tafangombe, Judith, and Thomas Musankuleni Kaputa. "An Analysis of Challenges encountered by students on the E-learning platform at Zimbabwe Open University." Greener Journal of Social Sciences 5, no. 3 (2015): 051–64. http://dx.doi.org/10.15580/gjss.2015.3.050715069.

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12

Mhishi, Misheck, Crispen Erinos Bhukuvhani, and Abel Farikai Sana. "Science teacher training programme in rural schools: An ODL lesson from Zimbabwe." International Review of Research in Open and Distributed Learning 13, no. 1 (2012): 72. http://dx.doi.org/10.19173/irrodl.v13i1.1058.

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<p>This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)’s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests a

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13

Chitura, Miriam, Jessica Mutowo, and Junior Mzengi. "Evaluation of the BSc Nursing Science Programme: Employer’s Perspective." Malaysian Journal of Medical and Biological Research 3, no. 1 (2016): 43–50. http://dx.doi.org/10.18034/mjmbr.v3i1.404.

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In the educational system, programme evaluation is an important component for quality assurance. Evaluation in open and distance learning is undertaken to guide decision-makers, programme leaders and programme coordinators, with an overall aim of improving processes and service delivery in order to achieve stakeholder satisfaction.  A cross-sectional survey was conducted to evaluate the BSc Nursing Science Programme from the employer’s perspective. Purpose of the study was to gain some insight into performance of the Zimbabwe Open University BSc graduates as they operated in the various

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14

Chigwada, Josiline Phiri. "Opportunities and Challenges of Academic Librarians in Teaching Information Literacy in Institutions of Higher Learning in Zimbabwe." International Journal of Library and Information Services 8, no. 1 (2019): 31–40. http://dx.doi.org/10.4018/ijlis.2019010103.

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A study was undertaken to analyse the opportunities and challenges that are faced in institutions of higher learning in Zimbabwe when offering information literacy. Institutions of higher learning were purposively selected. Open ended questions were sent to 20 librarians and 13 responded. It was discovered that all the institutions of higher learning which participated in the study teach IL to the students and the librarians are responsible. Librarians teach IL to ensure that the students know how to search, evaluate and use information ethically and legally. This was necessitated by the infor

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15

Betty Kutukwa Mutambanengwe and Ignatius Isaac Dambudzo. "Employment Creation and Extreme Poverty Eradication through Open and Distance eLearning and Technical-Vocational Education and Training in Zimbabwe." International Journal of Distance Education and E-Learning 6, no. 2 (2021): 1–14. http://dx.doi.org/10.36261/ijdeel.v6i2.1854.

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This study explored how Open and Distance eLearning (ODeL) system is enhancing employment creation and extreme poverty eradication in Zimbabwe. Poverty is a challenge in developing countries in the presence of unemployment and lack of education. This study aimed to put into perspective the strides made by ODeL institutions in Zimbabwe towards extreme poverty eradication through TVET in the education system. Data were collected from purposively selected 20 ODeL graduates including; entrepreneurs, street vendors, and individuals, formally and informally employed, by using interviews and observat

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16

Chirume, S. "The use of Zimbabwe Open University’s MyVista platform in e-communication, accessing and uploading learning materials, and assessing students’ work." African Educational Research Journal 7, no. 1 (2019): 1–13. http://dx.doi.org/10.30918/aerj.64.18.079.

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17

Chademana, Samkeliso. "Perceptions of Block- Release Students on Causes and Effects of Stress at a State University in Zimbabwe." July to September 2020 1, no. 2 (2020): 158–67. http://dx.doi.org/10.46606/eajess2020v01i02.0031.

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This study sought to establish perceptions of block- release program students on the causes and effects of stress. A qualitative approach and a case study design were adopted. Sixty-three participants, (30 female and 33 male) doing a Master of Education degree in Psychology, at a state university in Zimbabwe were purposefully selected to participate in the study. Data were collected using an open-ended, self-administered questionnaire and were thematically analysed. Results for the study indicated that block- release students perceived themselves as experiencing stress. The perceived stressors

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18

Taurai, Nyatsanza. "Impact of Using information and Communication Technology (ICT) in Open Distance Learning (ODL) as an empowerment tool for women in Zimbabwe." IOSR Journal Of Humanities And Social Science 17, no. 4 (2013): 86–93. http://dx.doi.org/10.9790/0837-1748693.

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19

Chirume, Silvanos, and Mathias Taririro Dick. "The quality of orientation in ODL." Asian Association of Open Universities Journal 14, no. 1 (2019): 50–63. http://dx.doi.org/10.1108/aaouj-02-2019-0012.

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PurposeThe purpose of this paper is to assess the consistency with which quality is maintained in the orientation process. Orientation is a key university process intended to prepare new students for life in higher education (HE). For open and distance learning (ODL), orientation can be a key process for lessening some of the challenges associated with the separation of the learner and the lecturer. Indeed, for ODL students, orientation can be fraught with a variety of challenges one of which could be quality problems.Design/methodology/approachConvenient sampling was used to obtain a total of

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20

Manwa, Lokadhia. "Diverse Roles and Academic Performance of Tertiary Students in Masvingo, Zimbabwe." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (2020): 356. http://dx.doi.org/10.26737/jetl.v5i2.1670.

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<p>Tertiary student roles are a critical aspect of student life during their academic career as they significantly contribute to the success of the whole learning process and the accomplishment of the entire course. This study contributes to debates on the influence of student multiple roles on academic engagement given the limited research on this phenomenon in Africa and Zimbabwe in particular. By investigating the factors influencing the nature of students’ roles, the findings may influence researchers to investigate other aspects of students’ life situations. The study sought to expl

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21

Matorevhu, Alois. "Student Perceptions of Blended Assessment Approach in The Bachelor of Education Degrees in Mathematics And Science Through Open Distance And E–Learning (Odel)." International Journal of Trends in Mathematics Education Research 2, no. 1 (2019): 1. http://dx.doi.org/10.33122/ijtmer.v2i1.109.

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Blended assessment approach (BAA) comprising closed book test (CBT) and open book test (OBT) assessment strategies is being used in the Bachelor of Education Degrees in Mathematics and Science ODeL programme offered by a University M in Zimbabwe. Adherents to BAA identify compensating for weaknesses of one strategy by another, as its major strength. Research studies reveal that if assessment strategies are aligned to assessment objectives the gap between the intended and achieved curricula is reduced. This study was conducted to explore how BAA enhanced congruency between the BED Mathematics a

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22

Nyarai, Tunjera, Mukabeta Tarirayi, and Joyce Zivanai. "Increasing Interaction by Integrating Short Messaging Services (Smss) into the Virtual Open and Distant Learning (VODL) Teacher Education Programme: A Case of Bindura University in Zimbabwe." Greener Journal of Educational Research 3, no. 4 (2013): 191–99. http://dx.doi.org/10.15580/gjer.2013.4.051413609.

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23

Makwanya, Peter, and Mathias Dick. "Nurturing Collaborative E-learning, Through The Integration Of Social Media, ICTs And Multimedia Communication In ODL For The Small Scale Miners And New Farmers Through The Zimbabwe Open University’s Center For Professional Development." IOSR Journal of Humanities and Social Science 19, no. 7 (2014): 181–86. http://dx.doi.org/10.9790/0837-1973181186.

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24

C. Tarusikirwa, Moffat. "Modelling Teacher Development through Open and Distance Learning: A Zimbabwean Experience." Universal Journal of Educational Research 4, no. 12 (2016): 2706–15. http://dx.doi.org/10.13189/ujer.2016.041203.

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25

Mafaemail, O. "Impactof Funding On the Adoption of the Third Generation of Delivery in Open and Distance LearningIn Zimbabwe." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 4 (2013): 26–32. http://dx.doi.org/10.9790/7388-0142632.

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26

Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.

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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the

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27

Mswazi, J., and S. Blignaut. "Developing teacher competencies through the open and distance learning approach in Zimbabwe." South African Journal of Higher Education 33, no. 3 (2019). http://dx.doi.org/10.20853/33-3-3378.

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28

Dziwa, Dairai D. "Hyper Visual Culture: Implications for Open Distance Learning at Teacher Education Level." Progressio: South African Journal for Open and Distance Learning Practice 40, no. 1 & 2 (2018). http://dx.doi.org/10.25159/0256-8853/4705.

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Many printed and electronic texts to date abound with visual information purportedly integrated to enrich the learning experience of the readers. The world today is inundated with images. Thus, consciously or unconsciously, visual learning is becoming prominent in every learning situation and inevitably in the print-based open distance learning model (ODL) in teacher education. In this paper I argue that there is no proportionate growth between the use of visual language and visual semiotics competences for open distance learning at teacher education level in Zimbabwe. This paper is based on e

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29

Richard, Bukaliya. "Making Open and Distance Learning Appealing to Ordinary and Advanced level students: a case of the Zimbabwe Open University." Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση 6, no. 1Α (2016). http://dx.doi.org/10.12681/icodl.678.

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30

Mudavanhu, Y., FS Mvere, C. Majoni, A. Mupondi, and T. Kaputa. "Different views of distance education and how these views affect distance teaching and open learning within the Zimbabwe Open University." Zimbabwe Journal of Educational Research 16, no. 3 (2007). http://dx.doi.org/10.4314/zjer.v16i3.26051.

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31

"An Evaluation of Technical-Vocational Education and Training in Open and Distance Learning Institutions: A Case of Zimbabwe Open University." International Journal of Social Sciences & Educational Studies 6, no. 1 (2019). http://dx.doi.org/10.23918/ijsses.v6i1p195.

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32

Matswetu, VS, W. Munakandafa, V. Munodawafa, and E. Mandoga. "Science Student Teachers’ Challenges and Coping Strategies in an Open and Distance Learning Environment in Zimbabwe." Makerere Journal of Higher Education 4, no. 2 (2013). http://dx.doi.org/10.4314/majohe.v4i2.1.

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33

Chiparausha, Blessing, and Collence Takaingenhamo Chisita. "Open Access Institutional Repository (OA/IR) Security and Ethical Encounters." Mousaion: South African Journal of Information Studies 37, no. 4 (2020). http://dx.doi.org/10.25159/2663-659x/6444.

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The article probes security and ethical issues encountered by the library of the Bindura University of Science Education (BUSE), Zimbabwe, in the daily operations of its institutional repository (IR). The digital era has resulted in innovative scholarly publishing and communication models that are transforming the teaching, learning, and research landscape on a global scale. The study employed a qualitative approach to generate descriptive data on security and ethical challenges experienced at the BUSE library. Research data were collected through document analysis of existing library reports,

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34

"Coping mechanisms used by students in open and distance learning (ODL) in response to stressful events. A case study of the Zimbabwe Open University (ZOU)." IOSR Journal of Agriculture and Veterinary Science 4, no. 5 (2013): 57–63. http://dx.doi.org/10.9790/2380-0455763.

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35

"Effectiveness of the African Bereavement Counseling Techniques: A Case of Shona People of Zimbabwe: Implications for Open and Distance Learning Institutions." International Journal of Humanities, Social Sciences and Education 3, no. 2 (2016). http://dx.doi.org/10.20431/2349-0381.0302007.

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36

Kabanda, Gabriel. "Strategy for a sustained quality delivery mode of ODL programmes for massive enrollments and e-learning: The Case for Zimbabwe Open University." International Journal of Higher Education 3, no. 3 (2014). http://dx.doi.org/10.5430/ijhe.v3n3p154.

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37

Ncube, Mthuthukisi. "Exploring the prevalence of the sexually transmitted marks phenomenon in higher education institutions." South African Journal of Science 115, no. 11/12 (2019). http://dx.doi.org/10.17159/sajs.2019/6326.

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Countries steadfastly pursue academia as a necessary step towards socio-economic development, which places a mandate on institutions of higher learning to stir host-country economies through university deliverables. In Zimbabwe, this entails the Ministry of Higher and Tertiary Education, Science and Technology Development’s ‘doctrine’ spelling out the philosophy of ‘Education 5.0’ which emphasises teaching/learning, research, community engagement, innovation, and commercialisation of goods and services. However, academic dishonesty, such as that through ‘sexually transmitted marks’ (STM), thre

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38

Sibanda, Lwazi, and Joyce Mathwasa. "PERCEPTIONS OF TEACHERS AND LEARNERS ON THE IMPACT OF COVID-19 PANDEMIC LOCKDOWN ON RURAL SECONDARY SCHOOL FEMALE LEARNERS IN MATOBO DISTRICT, ZIMBABWE." European Journal of Social Sciences Studies 6, no. 3 (2021). http://dx.doi.org/10.46827/ejsss.v6i3.1029.

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The purpose of the study was to examine the perceptions of teachers and learners on the impact of COVID-19 pandemic lockdown on rural secondary school female learners in Matobo District. The study was qualitative in nature, entrenched on interpretivist paradigm and adopted a case study design. Data was collected using open-ended questionnaire and online focus group discussions from six teachers and eighteen learners who formed three focus group discussions. The participants were purposively sampled from three schools. The study found that a few teachers were able to conduct online lessons usin

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39

"Challenges and Prospects for Teaching Practice in the Zimbabwe Open University: Learning from Experiences in the First Semester 2016 Teaching Practice Supervision Exercise in Masvingo, Bulawayo, Matabeleland North and Matabeleland South." Journal of Education and Practice, March 2019. http://dx.doi.org/10.7176/jep/10-7-09.

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40

Ritz, Derek, Bob Jolliffe, Xenophon Santas, and James Kariuki. "A New Standards-based Grammar for Linking Aggregate Datasets." International Journal of Population Data Science 3, no. 4 (2018). http://dx.doi.org/10.23889/ijpds.v3i4.1034.

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The theme of this session is the linking and cross-referencing of disparate aggregate datasets that need to be combined for pruporses of reporting and/or analysis. The session leverages, as a global case study, the US Government's President's Emergency Plan for AIDS Relief (PEPFAR) programme. PEPFAR is a $7 billion per year programme supporting the delivery of HIV-related services, medicines, and commodities in 58 low and middle-income countries (www.pepfar.gov). PEPFAR has an immense datastore of monitoring, evaluation and reporting (MER) indicators that have been collected from all its suppo

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41

"Impact of academic registry information systems on open distance learning:A case study of Zimbabwe Open University (2011-2017)." Journal of Environmental Science, Computer Science and Engineering & Technology 7, no. 3 (2018). http://dx.doi.org/10.24214/jecet.b.7.3.27784.

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