Thirty-four Zimbabwean Advanced level students at a Catholic run boarding school were surveyed in regards to their perception of having distance education at high school level. The country is experiencing an increase in technology use, resulting in calls for the introduction of online education through distance learning (Bukaliya & Musika, 2011). The purpose of this survey study is to investigate the attitudes and perceptions of high school students in Zimbabwe towards distance learning. Participants completed a 15-item tool with domains in computer, internet, online learning, teachers and overall expectations of online education. The results showed that most of the participants favored the introduction of blended learning at Advanced level as opposed to having online learning. It is the author's recommendation that steps should be made towards training instructors in online teaching, and helping schools introduce blended education into their curriculum. Professional development of teachers should also focus on the training of using computers in the classroom.
Zimbabwe as an independent state continue to use, thereby perpetuate colonial systems especially in education where the government controls the formulation of policies. The study seeks to examine and understand the extent of the influence of colonial legacies in education from the headmasters' viewpoints. The findings from the study put it clear that colonial legacies continue to influence policy. If there is a change, it is only in name as the implementation, methods, and results are the same as those previously used in colonial periods. There is, however, a gap in the discussion as for whether the continued use of colonial systems in independent Zimbabwe is of benefit to the country or to people as individuals. It is the recommendation of this study to empower teachers to become transformational leaders and agents of development through a combination of local systems as well as foreign ones to produce a hybrid system. Examination and understanding of the science behind post-colonial theory is significant in the adoption of policies to run the education sector thus this research offers an alternative way of looking at the post-colonial theory in the eyes of the administrators.
The number of international doctoral students in American universities continues to grow, and very little is known about their learning of research. This study explored international doctoral students' views and perceptions in learning of research at a private faith-based South-Central Texas university in the United States. The literature on the subject is limited and this study aimed at covering the gap that exists in this domain. Through this basic interpretative qualitative study, findings revealed that international doctoral students value taking courses, collaborating with others, working individually, and using available resources at the university in their learning of research. Understanding of international students and the issues they face, may help in their retention, success and understanding of their learning of research. It is recommended that the universities in the United States support international students so that these underrepresented population succeed in their studies.
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