ZOU Institutional Repository (ZOU Space) >
Research and Scholarship Articles >
Research and Scholarship >

Please use this identifier to cite or link to this item: lis.zou.ac.zw:8080/dspace /handle/0/165

Title: Access and success in e-learning in the Zimbabwe Open University
Authors: Chiome, C
Issue Date: 2012
Citation: Online Journal of African Affairs, 1 (2), p. 10-16
Abstract: The study sought to determine distance education students’ experiences in access to and success in e-learning endeavours. The study was qualitative as the questionnaire used as a data-gathering instrument had both closed and open-ended sections that yielded qualitative data. The research employed the descriptive survey design. In this study, a sample of 158 distance education students from all faculties in the Zimbabwe Open University’s Masvingo Regional Campus was extracted using the convenience sampling method. The study found out that while the majority of distance education students use computer related gargets such as cell phones, television remote control the majority of them did not have access to the computers and thus to e-learning access and success is affected. Success factors such as collaborative learning and quality e-content were heavily deflowered, marred and spoilt as the majority of them did not have e-mail addresses, had no skills in e-learning and hence could not communicate with other students and tutors on the internet. The students nevertheless were excited about e-learning facilities provided by the university. The study, among others, recommended that wide access to e-learning facilities by distance education students, extensive skills upgrading workshops targeting all students, e-learning support centre and e-learning course must be put in place to enable Zimbabwe Open University students to benefit from e-learning.
License: http://www.oceandocs.org/license
URI: lis.zou.ac.zw:8080/dspace /handle/0/165
Appears in Collections:Research and Scholarship

Files in This Item:

File SizeFormat
Published access and success.pdf164.65 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.