Quality Tutorials in Open and Distance Learning: Exploring Experiences of Zimbabwe Open University Students

Autor/inn/en	Chikoko, Vitalis; Chiome, Chrispen
Titel	Quality Tutorials in Open and Distance Learning: Exploring Experiences of Zimbabwe Open University Students
Quelle	In: African Educational Research Journal, 1 (2013) 2, S.152-160 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Foreign Countries; Open Universities; Distance Education; Educational Technology; Technology Uses in Education; College Students; Student Attitudes; Student Satisfaction; Electronic Publishing; Student Participation; Adult Students; Teacher Student Relationship; Teacher Role; Economic Factors; Faculty Development; Program Effectiveness; Tutoring; Library Services; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Offene Universität; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Schülerverhalten; Elektronisches Publizieren; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Ökonomischer Faktor; Förderkonzept; Nachhilfeunterricht; Bibliotheksarbeit; Simbabwe
Abstract	Quality in distance higher education is one of the main concerns among institutions today. This study sought to explore students' experiences with quality tutorials in ZOU an open and distance education institution. The study employed the descriptive survey design and generated both quantitative and qualitative data using a questionnaire with both open-ended and closed items. A sample of 189 students was selected from a population of 1500 returning students using the purposive sampling technique. Data was presented in simple frequency tables and analysed thematically. The study found out that generally students were satisfied with the arrangements for tutorials as communication came on time and tutorial rooms used were seen as conducive. Students expressed dissatisfaction with the ability of their tutors to promote active adult students' participation, inconsistence in lecturer attendance, poor quality tutorial package, waning commitment, economic hardships and the failure to use modern technologies in tutorials. The study recommended the taking of urgent, bold and decisive steps to train tutors on adult and distance education methodologies and the use of modern technology in teaching. Further research need to be done on the quality of a tutorial package for distance learners and motivating adult learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01