Open and Distance Learning in Rural Communities of Zimbabwe: Exploring Challenges Faced by Zimbabwe Open University Students in Kadoma District, Zimbabwe
DOI:
https://doi.org/10.18034/ajhal.v6i1.349Keywords:
Challenges, Rural Communities, Student, Open and Distance LearningAbstract
This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were currently pursuing the following programmes; Commerce, Education, Applied Sciences, and Agriculture. A sample of 30 postgraduate students and five key informants were used to collect data. The sampling techniques employed were convenience and purposive samplings respectively. Findings revealed that students in rural communities are facing some challenges during their academic career. These challenges include inadequate access to tutor support and physical resources, inflexible practices and access to ICT, poor or no electricity to operate ICT appliances, financial, cultural, community and employment responsibilities. These challenges have some effects which include but not limited to late submission of assignments, poor quality results and university dropouts. Basing on these conclusions, the study recommends the university to recruit more tutors who should be available for students at district offices. The university should ensure technological development at the district centers, and within the student’s locations. The study also recommends the university to provide students in the rural communities with study skills, time management skills, as well as guidance and counseling required to manage their studies. The study finally recommends further studies on strategies to encounter challenges faced by ODL students in rural communities.
Downloads
References
Abiddin,N, Z & Ismail, A. (2011). Attrition and Completion Issues in Postgraduate Studies for Student Development. International Review of Social Sciences and Humanities, 1(1), 15-29.
Abrahams,M,A. (2013). Making sense of part-time students transition in higher education: Recognising the self, family, and work. International Journal of Humanities and Social Science, 3(21).
Abrami,P,C et al. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23 (2/3), 82-103. DOI: https://doi.org/10.1007/s12528-011-9043-x
Adams, J & Corbett, A. (2010). Experiences of traditional and non-traditional college students: A quantitative study of experiences, motivations, and expectations among undergraduate students. Methods of Research. Durham, NH: University of New Hampshire.
Angeillo, R. (2010). Study looks at online vs. traditional instruction. The Education Digest, 76(2), 56-59.
Basye, D. (2014, July 15). Clarity Innovations. Retrieved September 2017, 2017, from Reaching Rural schools: Technology makes learning possible no matter the Zip Code.
Chao, E,L. (2007). Adult learner in Higher Education. Barriers to Success and Strategies to Improve Results. U.S.A: Eduventures.
Chimbololo. A. (2010). The prospects and challenges of Open Learning and Distance Education in Malawi. International Journal of Social, Behavioural, Economic, Business and Industrial Engeneering, 4(6), 2-6.
Cohen, M & Greenberg, S. (2014). Three factors influencing persistence and withdrawal for part-time adult graduate students. U.S.A: Framingham State University.
Das, M et al. (2009). India Innovations in Distance Education. New Dehli: IGNOU.
Dodo, O. (2013). An analysis of challenges faced by students learning in Virtual and Open Distance Learning system: A case of Bindura University of Science Education (BUSE). Journal of Global Peace and Conflict, 1(1), 28-40.
Duze, O,C. (2011). An analysis of challenges faced by Post Graduate Students Nigerian Universities. Journal of Social Science, 22(2), 129-137.
Eisenbach, B. (2013). Finding a balance: A narrative Inquiry into motherhood and the doctoral process. The Qualitative Report, 18(34), 1-13.
Galusha, J,M. (2012). Barriers to learning in Distance Education. Retrieved September 10, 2017, from http://www.infrastruction.com/barrier.htm.
Ghosh, S., Nath, J., Agarwal, S., & Nath.S. (2012). Open and Distance Learning (ODL) Education System: Past, Present and Future-A Systematic Study of an Alternative Education System. Journal of Global Research in Computer Science, 53-57.
Hobbs, V. (2004). The promise and the power of distance learning in rural education. The Rural School and Community Trust: Rural Trust Policy Brief Series on Rural Education.
Holmberg, M. (2013). Dissertations, diapers and dogs: Insight on the doctoral journey from a parent's perspective.
Igan, S.E. (2010). Difficulties and motivation of postgraduate students in selected Nigerian universities. Nigeria: Delta University.
Lasode, O.A & Awotedu.F. (2013). Challenges faced by married university female undergraduate students in Ogun State, Nigeria. Procedia-Social and Behavioural Sciences, 112, 102-113.
Macintyre, R & Macdonald, J. (2011). Remote from what? Perspectives of distance learning students in remote rural areas of Scotland. The International Review of Research in Open and Distributed Learning, 12(4). DOI: https://doi.org/10.19173/irrodl.v12i4.847
McLeod, S. (2016). www.simplypsychology.org/maslow.html. Retrieved September 16, 2017, from Simply Psychology.
McQuaide, S. (2009). Making education equitable in rural China through distance learning. International Review of Research in Open and Distance Learning, 10(1). DOI: https://doi.org/10.19173/irrodl.v10i1.590
OECD. (2017). Trends Shaping Education. OECD Spotlight.
Ohene, J.B & Essuman, S.O. (2914). Challenges faced by Distance Education Students of the University of Education, Winneba: Implications for Strategic Planning. Journal of Education and Training, 1(2), 156-176. DOI: https://doi.org/10.5296/jet.v1i2.5669
Philips, E & Pugh, D. (2010). How to get a Ph.D: A handbook for students and their Supervisors. New York: McGraw Hill, Open University Press.
Rouse, A & Cline, H. (2011). Traditional and non-traditional students: Is a bachelor's degree worth investment? Phoenix, AZ: University of Phoenix Research Institute.
Tashakkori, A & Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches. Thousand Oaks: CA, Sage.
The CIMA Student. (2016, May 25). www.thecimastudent.com. Retrieved September 15, 2017, from Maslow's Hierarchy of Needs.
Tripathi, J.G. (2014). Distance learning courses become more popular in rural areas than urban areas? International Journal of Scientific Research and Management, 2(3), 674-678.
UNESCO. (2002). Open and Distance Learning: Trends, Policy and Strategy Considerations. France: UNESCO.
Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N. & McAllister, P. (2010). The Path Foward: The Future of Education in the United States of America. Princeton, NJ: Educational Testing Service.
Zhao. J. (2005). Promoting rural teachers professional development by means of using distance learning resources. Lanzhou, China: Northwestern Normal University.
--0--
Downloads
Published
Issue
Section
License
How to Cite
