Different views of distance education and how these views affect distance teaching and open learning within the Zimbabwe Open University

Mudavanhu, Young; Mvere, F.S.; Majoni, Cuthbert; Mupondi, Aaron; Kaputa, Thomas Musankuleni

doi:10.4314/zjer.v16i3.26051

Cited by 3 publications

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“…We also encouraged our students to use group WhatsApp messaging to consult their lecturers since they were not getting enough supervision and mentorship during COVID-19. Literature on mentoring emphasizes quality of mentoring for student teachers (Fish, 2012), the growth of professional knowledge (Furlong, & Maynard, 2012), and student and mentor perceptions of each other's role (Shumba, Shumba & Mapolisa, 2012;Mudavanhu & Majoni, 2003). The transition from traditional teaching to online classrooms versus mentor-student relationships and the demand for digital skills are subjects for further investigation.…”

Section: A Lecturer From College B Weighed With the Commentmentioning

confidence: 99%

“…There was a tendency to concentrate on subjects regarded as more important than others. The role of mentors in the development of teachers has attracted some research over time (Maphosa, Shumba & Shumba, 2007;Mudavanhu & Majoni, 2003). The general position is that mentors play a critical role in developing student teachers' professional understanding.…”

Section: A Lecturer From College B Weighed With the Commentmentioning

confidence: 99%

“…Mentors are expected to provide enriching experiences that student teachers need to progress and develop through regular feedback. Students' perceptions of the role of mentors have been examined in some studies (Podsen & Denmark, 2013;Maphosa et al, 2007;Mudavanhu & Majoni, 2003). During COVID-19, mentors did not have time to discuss areas of weakness.…”

Section: It Was Established That Instructional and Content-related Co...mentioning

confidence: 99%

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Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools.

Mawonedzo

2023

TETFLE

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This qualitative case study aimed to evaluate pre-service student teachers’ conceptions of the quality of teaching practicum on their preparedness for service. The establishment of teaching practice efficacy under pandemic induced circumstances can inform teacher education on developing new models of supervision. The COVID-19 outbreak around November 2019 created extensive interruption across all human activities. Lockdowns and movement restrictions to curb the spread of the disease had a profound impact on access to education in general and in particular pre-service student teachers' teaching practice. Focus group discussions and semi-structured individual interviews were used to solicit views from a sample of twenty students attached to two primary schools and their mentors and six teaching practice lecturers from two primary school training colleges. Data were analysed thematically. The results indicated that pre-service student teachers and the entire education sector were caught unprepared by the sudden demand for online education. The study found infrastructure and human capacity deficit to ensure the provision of quality education effectively. A prolonged school absence meant students could not thoroughly test theoretical knowledge through practice. The study established that pre-service student teachers need support through further training on emerging online teaching and learning technologies after the practicum. Mentors also need urgent in-service training on the use of information communication technologies. Lastly, the government must start developing policies that promote and enhance support information communication infrastructure availability. Further research might look into the well-being of pre-service students in a pandemic environment.

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Section: A Lecturer From College B Weighed With the Commentmentioning

confidence: 99%

Section: A Lecturer From College B Weighed With the Commentmentioning

confidence: 99%

Section: It Was Established That Instructional and Content-related Co...mentioning

confidence: 99%

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Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools.

Mawonedzo

2023

TETFLE

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Making Open and Distance Learning Inclusive: The Zimbabwe Open University’s Experience with People with Disabilities

Kaputa¹

2013

GJER

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People with disabilities (PWDs) have always been at the peripheral of formal education programmes. Historically their education has been a result of handouts from benevolent missionaries and NGOs. Studies have shown that people with disabilities if afforded the chance to learn can also perform as well as any able bodied person benefiting and achieving adequate independent living standards (Chimedza and Peters, 2001). Key to meaningful and effective inclusion is the creation and provision of suitable study materials (Modesto and Tau, 2009). This study, therefore, was on how Zimbabwe Open University (ZOU) is including PWDs in its programmes specifically focusing on the creation and provision of appropriate study materials. A qualitative survey design using a semi structured interview schedule was used to collect data from Department chairpersons, the Academic registry managers and the Materials Development Unit (MDU) editors. Themes were developed from the collected data and analysed. The findings show that ZOU is including PWDs but is facing problems of developing and providing adequate study materials for some disabilities. The study recommends that disability specialists be involved in the creation and development of study materials both in print and electronically. Collaboration with organization of and for people with disabilities and other Open and Distance Learning (ODL) institutions will help bring critical expertise together to improve the inclusion of many PWDs into ODL.

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The evolution of open learning: A review of the transition from pre-e-learning to the era of e-learning

2018

Knowledge Management &Amp; E-Learning: An International Journal

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This paper offers a summary of the developments that open learning has gone through, from the stages before e-learning emerged to when it carved out a niche position. It first analyzes how open learning moved through five stages, and identifies the characteristics and dominant technology at each stage. The five stages cover the period from correspondence learning in the 19th century to the present era of interactive online learning. It then examines how the term “open learning” has been defined in published work and how the definitions have evolved. From these definitions of open learning, seven semantic components were identified. The frequencies with which each of these components were adopted in the definitions in three periods since 1990 were then analyzed, revealing the changes in the meanings of open learning. In an extended discussion, this paper sums up the evolution of open learning and highlights some of the factors that have driven the changes. It also predicts how education will evolve with e-learning.

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Different views of distance education and how these views affect distance teaching and open learning within the Zimbabwe Open University

Cited by 3 publications

References 0 publications

Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools.

Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools.

Making Open and Distance Learning Inclusive: The Zimbabwe Open University’s Experience with People with Disabilities

The evolution of open learning: A review of the transition from pre-e-learning to the era of e-learning

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