Effects of the Open Distance electronic Learning (ODeL) System on Student Service Delivery at the Zimbabwe Open University

Abstract

Open and Distance electronic Learning (ODeL) has transformed itself to become virtual with minimal or even no physical tutor-student contact as academics create learning platforms, mark assignments and even supervise dissertations and theses online. The Zimbabwe Open University (ZOU) has undergone a lot of transformation since becoming a fully pledged university in 1999. ZOU started with class contact (face-to-face with tutor) and use of modules but has made great strides towards full use of electronic learning (e-learning) in line with contemporary global practices in ODeL. The study used the explanatory research design. A 
questionnaire was used to collect quantitative data. The interview guide was used to collect qualitative data. The study established that the majority of academics’ workload had increased as the transition phase was taking longer than expected. A lot of administrative work, coupled 
with inadequate training to effectively use the ZOU MyVista software learning platform, pressure emanating from doctorate degree studies by most academics, the need to undertake research and publish research papers as well as implementing a demanding quality assurance system, all strained academics. On a positive note, the use of e-learning has expedited feedback and communication to students, and it is also very convenient to them as they no longer have to travel long distances or queue at regional campuses to see the regional programme coordinators. The study recommended that more training on e-learning and availability of more accessible infrastructure, namely computers and relevant software, would capacitate both academics and students. There is also an urgent need to bring Part Time tutors on board, who are the majority but currently left out of this e-learning drive, so that there is a strong learning 
culture at ZOU for improved service delivery.