Informatics Publishing Limited

Abstract

Student retention has become a major cause of concern in Open and Distance Learning institutions. The proliferation of partial distance learning programmes, the so called block release or visiting educational programmes by conventional universities has had a negative effect on many Open and Distance learning institutions in terms of student enrolment. Open and Distance learning institutions niche of working student population has been invaded by conventional universities, thereby increasing competition for students. Many conventional universities are now offering dual mode of education –the conventional and distance. For Open and Distance learning institutions to remain afloat in terms of student retention and attraction, innovative and effective means of attracting and retaining students have to be found or else many of them will close shop. The population of this descriptive survey study consisted of all the inactive students, who were selected using a stratified random sampling method. The data collection tools employed were questionnaires and interviews. The study unearthed that many students prefer lecturing method to tutoring which is done in most Open and Distance learning institutions. Another point raised by the participants was that they find it difficult to plan and implement an effective study programme; hence their chances of failing in Open and Distance learning programmes are higher than when they are engaged in block release programmes. The other major point which came out of the study was that indeed block release programmes had a negative effect on the student enrolment of Open and Distance learning institutions. The study recommended that Open and Distance learning institutions should increase more contact hours with students and should adopt lecturing method and drop the tutoring method which is unpopular. Orientation programmes involving study skills and time management should be carried out from time to time with students engaged in open and distance learning.

Full Text

Abstract

Student retention has become a major cause of concern in Open and Distance Learning institutions. The proliferation of partial distance learning programmes, the so called block release or visiting educational programmes by conventional universities has had a negative effect on many Open and Distance learning institutions in terms of student enrolment. Open and Distance learning institutions niche of working student population has been invaded by conventional universities, thereby increasing competition for students. Many conventional universities are now offering dual mode of education –the conventional and distance. For Open and Distance learning institutions to remain afloat in terms of student retention and attraction, innovative and effective means of attracting and retaining students have to be found or else many of them will close shop. The population of this descriptive survey study consisted of all the inactive students, who were selected using a stratified random sampling method. The data collection tools employed were questionnaires and interviews. The study unearthed that many students prefer lecturing method to tutoring which is done in most Open and Distance learning institutions. Another point raised by the participants was that they find it difficult to plan and implement an effective study programme; hence their chances of failing in Open and Distance learning programmes are higher than when they are engaged in block release programmes. The other major point which came out of the study was that indeed block release programmes had a negative effect on the student enrolment of Open and Distance learning institutions. The study recommended that Open and Distance learning institutions should increase more contact hours with students and should adopt lecturing method and drop the tutoring method which is unpopular. Orientation programmes involving study skills and time management should be carried out from time to time with students engaged in open and distance learning.

Full Text

Abstract

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. 

Full Text

Abstract

The thrust of this study is to carry out a comparative analysis of service delivery in Open and Distance learning (ODL) for other ODL institutions and Zimbabwe Open University (ZOU). The methodology has been triangulated, with the research design triangulated in terms of descriptive survey, case study and document analysis. The population is other ODL institutions in Southern Africa and ZOU students in Bulawayo, based on quota sampling in order to get the sample size of 147 registered ZOU students and 84 other ODL institutions students, half the actual number in Bulawayo. Questionnaires were administered to both other ODL institutions and ZOU students in Bulawayo. Interviews were conducted to two renowned academics in Bulawayo who are products of both ZOU and another ODL institution. The study established that, ZOU’s academic staff are highly qualified, knowledgeable and more enthusiastic than other ODL institutions’ staff but ZOU staff cannot extend working hours. Most of the other ODL institutions’ manning Bulawayo centres are not degreed hence they lack competence. ZOU’s modules are excellent as compared to other ODL institutions but they are poorly distributed. ZOU’s library has a very good collection of books but has no internet services. ZOU is still to establish a reputation as high as that of a mega university like other ODL institutions in order to attract local students. The study recommends that ZOU should improve on its module distribution as this must be done timely and they must be relevant to the courses on offer. ZOU’s payment plan should be accommodative and have discounts for early payments. ZOU should work hard to earn the reputation like that one being currently enjoyed by other ODL institutions.

Full Text

Abstract

A quality assurance unit was put in place by the Zimbabwe Open University (ZOU) for all the regions in 2010. The unit has gone in leaps and bounce to ensure that the university attains the ISO 9000 certification among other quality initiatives. Internal quality audits have been conducted for quality improvement and also in readiness for ISO 9000 certification. These audits have been carried out after thorough preparation, which included selection and training of internal quality auditors. Contextually, these audits were carried out as an innovation to ZOU as the quality assurance is also in its infancy. This research was inspired by staff reaction during internal audits. The present study therefore, focused at establishing the perceptions of academic staff on the impact of internal quality audit on their work. A qualitative approach was used while the research design was the case study. The study adopted interviews for data collection and these were administered on all the 13 academic staff members of the Mashonaland East Region. Results from the study indicate that the majority of academic staff members understood the objectives of internal quality audits. Whilst academics view the process as systematic, generally it stifles innovation as staff  is expected to perform certain activities as dictated by procedures, which may not be the most efficient way. In terms of communication of results, most academics were uncomfortable as results were first communicated to immediate supervisor thus bringing about a lot of anxiety among members. The study recommends that further awareness is required in making sure that all members appreciate the need for the internal quality audits in order to address issues of anxiety. 

Full Text

Abstract

This case study adopted the qualitative approach to explore the possible implementation of students’ quality circles in the Zimbabwe Open University.  Interviews triangulated by document analysis were used to elicit students’ and staff views on whether they feel the prevailing environment and organizational set up could be useful indicators on the successful implementation of quality circles in Zimbabwe Open University. Benefits and challenges to implementation were explored. Mashonaland East Region’s 330 students and 16 academics were the population of the study. All the student representative council members and the student advisor were the participants. The study established that Zimbabwe Open University has great potential to successfully implement students’ quality circles due to the existence of sound relationships between students and staff, a strong culture of induction and democratic leadership style. Issues that can be handled by the circles include; modules, tutor attendance, teaching approaches, technology among others. Student apathy in participating in group activities and lack of implementation of students’ suggestions have been identified as threats to students’ quality circles. These can be alleviated through; training at all levels of the organisation and use of modern forms of communication platforms such as, whatsapp, skype, e-mails, sms messages. 

Keywords

Full Text

Abstract

This qualitative research was conducted to explain the, “opinions, experiences, feelings and behavior” of lecturers as a result of the quality assurance workshops (Hancock 2002:2). The interpretivist philosophy underpinned the whole research as focus was on interpreting the influence of quality assurance workshops on lecturers’ performance (Scwandt 1994). The phenomenology research design was used. The sixteen academics in Mashonaland East Region  of the Zimbabwe Open University were the population and all of them participated in the study. Interviews were used to elicit data. For triangulation, data was also generated through analysis of internal quality audit results carried out over the last year. The research concluded that, quality assurance workshops imparted knowledge, developed skills, attitudes, confidence and competence of the staff members in the implementation of the ISO 9001 based quality management system. Effective workshops use learner centred approaches. Workshops are important for continuous improvement in service delivery. The time for the quality assurance workshops was not sufficient for the participants to develop the required mastery of skills. Quality assurance workshops left out the part-time tutors who are important players in the open and distance learning institution. The study recommends that, regular quality assurance workshops must held to continuously improve on the academics knowledge, skills, attitudes, confidence and competence on the implementation of the quality management system. Academics should be afforded the opportunity to suggest areas they need work shopping. Part-time tutors should be staff developed too. Staff development programmes should be learner centred and address the immediate and future quality assurance needs of the institution.

Full Text

Abstract

The issue of quality impinges on the work of Open and Distance Learning universities in a number of ways, for instance, competing for students, comparison with other universities, compliance with regulatory authorities, and keeping up with world trends are some of the reasons that compel institutions of higher learning to regard quality issues seriously.  The process of quality assurance therefore compares the quality of a product or service with a minimum standard set either by the producer or provider or by some external government or industry standards authority. By rights, this standard should bear some relationship to best practice. The aim in quality assurance is to ensure that a product or service is fit for the market. As universities have increased drastically in number, the students’ endorsement of the quality of services offered by the institution becomes critical. It is against this backdrop that this research was conducted in a bid to find out the students satisfaction with regard to quality of services offered by Zimbabwe Open University, Mashonaland East Region.A maxim of quality is that it is impossible to demonstrate improvement without measurement, hence the need to work with quality criteria. It should be born in mind that quality of services in education is about satisfying the learner and the learners’ endorsement of the services that you provide as an institution is critical for the institution to retain clients. Collecting and analysing data on the implementation of the different quality criteria constitutes an important part of ongoing self-improvement.A total of 300 students from all the four faculties of the Zimbabwe Open University, Mashonaland East Region made up the population. Out of this population, 100 made it into the sample as follows: (32%) from the faculty of Arts and Education, (25%) from Applied Social Sciences, (16%) from Science and Technology and (27%) from the Faculty of Commerce and Law. The study adopted the descriptive survey design which is essentially appropriate on areas where human perceptions are required. Due to its ability to solicit information deeply buried in the minds and attitudes of people, and its ability to reveal the true present state of affairs in a given set up, the design was seen to be the most appropriate one. Two instruments used in data collection were the questionnaire, and focus group discussion to enable triangulation in order to enhance validity and reliability of data.  The study was able to determine learners’ levels of satisfaction and expectations on the quality of service delivery. The study recommends the use of online registration, computerization of the library and ensuring that there are no missing results. 

Full Text