Creating a Quality Culture in Open and Distance Learning Tutorials: A Case of the Zimbabwe Open University

This study was conducted to explore means and ways of creating a quality culture in open and distance learning institutions tutorials. The mixed approach was used where quantitative and qualitative were collected (Creswell 2006) to gain as much understanding as possible on tutorial practices so as to come-up with ways of ingraining a quality culture within the tutorials as one method would offer (Creswell 2006). Quantitative data was collected from part-time tutors through questionnaires while, qualitative data elicited from Regional Programme Coordinators through interviews, was used to further explain the findings in quantitative data. All the 52 part-time tutors in the region numbering fifty-two and 12 Regional Programme Coordinators formed the population of the study. All the part-time tutors responded to the closed-ended questionnaire, while only in qualitative data saturation was reached after interviewing five RPCs. The study revealed that both experienced and non-experienced ODL tutors feel the need to be adequately training to teach ODL students. Forty-three (83%) of the respondents indicated that they still needed training at least once every semester. Workloads for part-time tutors are within international standards. Sometimes tutors are given loads for tutors who are absent without prior or alternative arrangements and this compromises quality culture. There is very good communication between RPCs and tutors but weak communication between students and tutors due to inefficient platforms of communication used by tutors. While the peer evaluation form is effective the tutor evaluation form is not that effective due to the fact the feedback has not been reaching the tutor. Both experienced and non-experienced ODL tutors need to be re-trained at least once every semester. Tutors’ workload should be maintained for sustained periods. Tutor student communication should be improved by making use of the student preferred platforms such as the Whatsapp. Tutor evaluation forms analysis should be returned to the regions for the benefit of the tutors and students. The tutor evaluation forms can be complimented with students’ written submission which can be accessed by tutors so as to cater for the elements not covered by the tutor evaluation form.