1 25 112 https://ir.zou.ac.zw/files/original/ee78a50f130fe168c75fa8e5b0608398.pdf ee38c9becf84f62c968ab442e1bc2000 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENTS’ ATTITUDES TO OPEN EDUCATIONAL RESOURCES (OERS) Creator An entity primarily responsible for making the resource CONSTANCE KADADA THEMBINKOSI TSHABALALA Description An account of the resource This paper was on students’ attitudes towards Open Educational Resources (OERs) on selected universities and colleges. The methodology used was a desktop review. The findings on OER textbooks were their high quality, having more information than traditional textbooks and being cheaper. Students obtained diverse scholarly articles from OERs that added value to the content they had, while to others, OERs were not useful. Those who did not like OER textbooks said they could not write notes on them and there was too much information on the Internet. Some students were not computer literate and unaware of OERs. Mobile phones were found to be one way of accessing OERs though the logistics were cumbersome. There was no evidence of creation of OERs by the students. The research would help ODL institutions and traditional universities to obtain updated and quality OER content for students including those in remote areas even through mobile phones Publisher An entity responsible for making the resource available International Journal of Social Sciences & Educational Studies Date A point or period of time associated with an event in the lifecycle of the resource 2020 Attitude Cost Infrastructural Support OERS Pedagogy Quality https://ir.zou.ac.zw/files/original/87a8bc4198fabb14a1488b6fcf748ef6.pdf 66aa3099c478509d92ae2a7e7384b67b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ACHIEVING SOCIO –ECONOMIC TRANSFORMATION FOR WOMEN THROUGH ODL IN ZIMBABWE .A CASE OF GWANDA DISTRICT Creator An entity primarily responsible for making the resource Z MZACA DINGINDAWO NCUBE Description An account of the resource Globally there is concern for women empowerment and access to education. In developing countries such as Zimbabwe, of the 17% who are illiterate, 2/3 of them are women who are marginalized, hence most have little or no access to education especially tertiary education. Open and Distance learning has been seen as the panacea to address this imbalance since social realities limit the opportunities for women to take up full time study programmes. In Zimbabwe, the Zimbabwe Open University (ZOU), with its spread to all regional compasses has been viewed as a realistic opportunity to enable the women to access university education. ZOU offers degree programmes in the fields of Science and Technology, Business Management and Law, Humanities and Social Sciences and Health Sciences. Based on the assumption that women have embraced the Open and Distance Learning (ODL) mode which suits students who fulfill other commitments such as work and family, this study sought to assess the socio- economic transformation that ODL, through ZOU has had on women in Zimbabwe in general and Gwanda district in particular. The study was carried out in Gwanda District of Matabeleland South region in 2016, and used the qualitative approach. Purposive sampling was used to select the participants. Data were collected through interviews. The study found that women have benefited from ODL programmes since they now occupy influential positions at work and earn enhanced salaries. Their employment prospects have been enhanced by ODL qualifications. Women have gained confidence to participate in workshops, meetings &conferences. The study recommends that the government of Zimbabwe subsidises ODL programmes to increase the number of women in such programmes and more Campaigns be undertaken on the benefits of ODL to women Publisher An entity responsible for making the resource available Global Journal of Advanced Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 Open Distance Learning (ODL) Socio- economic transformation Women https://ir.zou.ac.zw/files/original/cbf4c36ab3642321c56442149021691f.pdf 2c1ce2645b315d2b38bb0cefc13a7f3f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN ASSESSMENT OF FACTORS CONTRIBUTING TO HIGH SECONDARY SCHOOL PUPILS DROPOUT RATES IN ZIMBABWE. A CASE STUDY OF BULILIMA DISTRICT Creator An entity primarily responsible for making the resource SIKULILE MOYO DINGINDAWO NCUBE MUSA KHUPE Description An account of the resource The study sought to assess factors contributing to high secondary school pupils dropouts in Bulilima District in Zimbabwe. Bulilima District has for a long time been experiencing high dropout rates amongst secondary school pupils due to a number of factors which needed exploration in order solve the problem. The study used a case study design and a qualitative method with individual and group interviews (focus group discussions) as data collection techniques. The study participants included teachers, heads of schools and members of the community who included both adults and the youths, selected through the purposive convenience sampling technique. The study was anchored on the human capital theory which advocates for investing in human capital through education that in turn is expected to stimulate socio-economic development of a country. The findings are absentee parents, financial hardships, hunger and poverty, home school distance, teenage pregnancies and peer pressure .The study recommends that the government of Zimbabwe subsidises examination fees, implements ‘free primary education for all’ in line with the constitution of Zimbabwe. Furthermore the government of Zimbabwe in collaboration with key stakeholders builds more secondary schools in Bulilima district. Finally more research be done on the problem of secondary school pupils drop out in order to bring more insight on this problem bedeviling Bulilima district. Publisher An entity responsible for making the resource available Global Journal of Advanced Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 https://ir.zou.ac.zw/files/original/473f062bf0e6506b7ef55d49ee25d1fb.pdf 2db4c0e59c2a0a90333e39ef2f5dcbf6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEDAGOGIC POSSIBILITIES OF ICTS AND TECHNOLOGY AFFORDANCES IN AN INCREASINGLY NETWORKED ENVIRONMENT IN SUPPORT OF SUSTAINABLE DEVELOPMENT Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource The research project seeks new opportunities/ directions of learning and teaching in an increasingly networked world, and how they can benefit people in developing countries in support of sustainable development. The research agenda is aimed at studying how interconnected information and communication technologies (ICTs) can expand the reach of educational opportunities and improve learning outcomes as technology affordances. The main research question is - What are the pedagogic possibilities of ICTs and technology affordances in an increasingly networked environment that can impact/ benefit participative collaborative inclusive communities of learning in support of sustainable development? Publisher An entity responsible for making the resource available Journal of African Studies and Development Date A point or period of time associated with an event in the lifecycle of the resource 2015 ICT pedagogic possibilities. sustainable development Technology affordances https://ir.zou.ac.zw/files/original/a6dec2e4b6f49c261bd3db46cb78fa94.pdf 7b385fca929a378d5d8ded453a7f485c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AFRICAN CONTEXT FOR TECHNOLOGICAL FUTURES FOR DIGITAL LEARNING AND THE ENDOGENOUS GROWTH OF A KNOWLEDGE ECONOMY Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource The Southern African countries, embodied as the Southern African Development Community (SADC) region, face sustainable development problems and low global competitiveness. Innovation in the education sector presents a promissory note that can stimulate an endogenous growth of the knowledge economy and reduction of poverty. Technological futures in digital learning are largely influenced by complexity, simulation and modeling, and decision-making capabilities. The paper is purposed to develop an endogenous growth model for a knowledge economy for SADC countries where digital learning is the engine for sustainable growth with its associated technological futures and complexity. The learners in ubiquitous learning environments are able to access the various contents on the Web, search the electronic databases, interactively communicate with instructors and other learners and obtain knowledge anytime and anywhere through wireless technologies. The diffusion discourse and the social embedded innovation can achieve a desirable impact in development, mainly through ICTs for development (ICT4D). Social media is one area that has introduced complexity in the digital learning environment. Chaos Theory is used to seek understanding of the aperiodic behaviour in deterministic, non-linear dynamical systems in a digital learning environment and the design thereof. The Lorenz attractor for such a learning environment is innovation that brings solutions and relevancy to the developmental agenda, with Lyapunov exponents expressed by divergent trajectories of ICT4D. The Jacobian matrix grows exponentially with each technology that goes through diffusion and adoption. The Neo-classic theory of growth is about technical progress premised on exogenous factors and driven by labour, capital and technology. Technology diffusion in SADC is not exogenous. The endogenous growth theory is a model of long-run economic growth that emphasizes that technological change is influenced by economic incentives and a great diversity of resources in an African environment, which largely supports innovation, an embodiment of knowledge in capital and learning by doing. The mixed method methodology is used in this research, which is a research study of the SADC region countries. Mixed methods often combine nomothetic and idiographic approaches in an attempt to serve the dual purposes of generalisation and in-depth understanding—to gain an overview of social regularities from a larger sample while understanding the other through detailed study of a smaller sample. The methodology used was largely qualitative on human capital development and technology diffusion, and quantitative on GDP and Infodensity covering 18 countries in East and Southern Africa. The 18 countries covered by the qualitative study are South Africa, Angola, Bostwana, Burundi, D.R. Congo, Kenya, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Rwanda, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe. An endogenous model for sustainable economic growth is developed through panel data analysis. Panel Data is a data set that contains repeated observations over time, i.e., observations on multiple phenomena observed over multiple time periods for the same firms, individuals, households, enterprises, countries, or any set of entities that remain stable through time. An endogenous model for a knowledge economy for SADC countries is proposed. Publisher An entity responsible for making the resource available Basic Research Journal of Engineering Innovation Date A point or period of time associated with an event in the lifecycle of the resource 2013 Chaos Theory digital learning environment endogenous growth model ICT4D Knowledge economy sustainable development technological future https://ir.zou.ac.zw/files/original/4b2f0a450bf556664fdcf10b7b6b07d3.pdf 5fb2c48cf97f1f7133429c513ba11309 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource DISTANCE EDUCATION AN EMPOWERING DISCIPLINE OR JUST A PASSING RAGE: A CASE OF ODL INSTITUTIONS IN ZIMBABWE Creator An entity primarily responsible for making the resource THOMAS M. KAPUTA JUDITH TAFANGOMBE Description An account of the resource This study is on graduates’ perceived feelings on how Distance Education (DE) offering institutions in Zimbabwe have empowered them. We asked the question: Is DE an empowering discipline or a passing rage which is being used by most institutions as a raison d’être. The development of Open and Distance Learning (ODL) institutions in the world has largely been done by conventional Universities. Distance educators agree that distance education includes both distance learning and teaching. With the advent of changes in industry’s demand for more qualified personnel that may need to be trained whilst on the job, conventional universities and colleges have failed to cope. The economies of scale of this approach saw many people getting qualifications whilst they were on the job. Governments who are the recipients of most of the graduates get concerned when most of their people are not educated. This has resulted in the development of the single and dual mode institutions of distance education to a large extent with the latter preceding. In this study which was carried out in the beginning of 2013. A qualitative research paradigm was used focusing on the graduates of DE from both conventional and ODL institutions. This was a phenomenological design because it dwelt on a careful description and analysis of the participants’ life world and the meaning extracted thereof. Participants who included graduates, employers and lecturers were conveniently selected from the different institutions in Zimbabwe. The sample consisted of ten graduates from eight institutions. We used an on line open ended interview schedule, personal accounts and document analysis to collect data. This provided us with an opportunity to look at different worldviews of the empowerment phenomenon. The findings show mixed reactions from graduates on their empowerment status. Fierce competition is rife between institutions raising ethical, business and quality issues. We recommend that policy be put in place to fine tune this DE to empower all graduates regardless of their institution Publisher An entity responsible for making the resource available Greener Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2014 discipline Distance Education empowering qualitative research single and dual modes https://ir.zou.ac.zw/files/original/53f4454ffbc0bbc8b0331d852f88f8e3.pdf 42a7b2d97f0fb9505b201d801616d78e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ZIMBABWEAN INDIGENOUS KNOWLEDGE SYSTEMS (ZIK) - IMPLICATIONS FOR THE CURRICULUM Creator An entity primarily responsible for making the resource RITTAH KASOWE ANYWAY KATANHA Description An account of the resource First part of the paper, examined conceptual issues associated with Indigenous Knowledge Systems (IK), including the nature of the intersection between Science and IK. We reflected on methodological pluralism, and knowledge production. Intellectual property rights and empowerment are examined. We then explored the multiple linkages between IK and the curriculum, in terms of needs, goals, teaching strategies and instructional resources. We reflect on anticipated outcomes and methods of evaluation. We also discussed the role of the library media center, and the library consultant, in curriculum planning with respect to IK. Our emphasis was on those components of IK which describe, explain, predict and try to negotiate nature. Firstly we explore some curriculum models and approaches relevant to our discourse, and various dimensions of teaching, learning and researching Zimbabwe Indigenous Knowledge (ZIK), through the use of 'oral traditions' and other methodologies. Secondly we provided specific instructional guidelines on African Traditional Medicine, Mathematics and Food Processing, Selected readings and multimedia resources are identified along with current instructional and research challenges. We specified whether ZIK, has specific implications for democratization, community empowerment, nation building, sustainable development, capacity building and intellectual development in Zimbabwe and Africa as a whole, in the 21st century. Publisher An entity responsible for making the resource available Prime Research on Education (PRE Date A point or period of time associated with an event in the lifecycle of the resource 2013 Indigenous Knowledge science system Zimbabwe Prisons https://ir.zou.ac.zw/files/original/8a067481f312db1410efc1f7764c0eaa.pdf 0c386f996772e1b340b17c1730fc1113 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource INTEGRATING ON-LINE LEARNING INTO TRADITIONAL OPEN AND DISTANCE LEARNING (ODL) PROGRAMMES: CHALLENGES AND PEDAGOGICAL IMPLICATIONS IN SUB SAHARAN UNIVERSITIES Creator An entity primarily responsible for making the resource RITTAH KASOWE STEPHEN MWENJE Description An account of the resource Information and Communication Technology (ICT) development has helped Open and Distance Learning (ODL) universities world wide reach out to many global students through on line programmes. Many ODL institutions in developed countries have registered success in their on-line programmes. In Africa integrating on line learning into existing traditional programmes has legged behind. It is therefore critical to find out how best on- line programmes can be effectively integrated into existing traditional programmes. It is also critical to identify ways not to affect the integrity of successful programmes currently being offered through traditional modes. This paper seeks to investigate the views of stratified randomly selected students; tutors’ and former students on how best to implement on-line learning into traditional ODL programmes at the Zimbabwe Open University (ZOU) Data will be gathered through interviews and questionnaires. The findings of this study shall provide answers to the challenges emanating from staffs and students’ ICT skills Publisher An entity responsible for making the resource available Global Advanced Research Journal of Educational Research and Review Date A point or period of time associated with an event in the lifecycle of the resource 2013 e-learning online learning https://ir.zou.ac.zw/files/original/4ec56e8cdca420372b29a2d2ee5a928f.pdf 98fbe49a6130a46c8b91f4c7a86bee69 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ENHANCING QUALITY OF UNIVERSITY E-LEARNING PROCESSES: STAKEHOLDER PARTICIPATION IN A BLENDED LEARNING ENVIRONMENT AT THE ZIMBABWE OPEN UNIVERSITY (ZOU) Creator An entity primarily responsible for making the resource RITTAH KASOWE STEPHEN MWENJE Description An account of the resource Increasing competition from transnational Universities has forced many Universities in Africa to provide (ODL) through -learning technologies. In many cases E-learning is provided in partnerships with external providers or exclusively as foreign online programmes. Such E-learning provisions are not indigenous to receiving students as they are transplants from the source countries. However, universities in Africa have to become competitive by improving the quality of their programmes through blending traditional systems with e -learning. Quality enhancement of technology based teaching systems is a challenge especially to universities in the Sub- Saharan Africa seeking to add E-learning to their traditional systems to attract and retain students. This study seeks to explore stakeholder participation strategies that can be utilized to enhance the quality of blended learning services at the Zimbabwe Open University (ZOU). A case study methodology was used to gather data from a randomly selected ZOU Students and tutors from the University’s two of the ten regions. Questionnaires and interviews were used as main data collection instruments. The findings of this study shall contribute to theory and practice of university e-learning and quality enhancement Publisher An entity responsible for making the resource available Prime Research on Education (PRE) Date A point or period of time associated with an event in the lifecycle of the resource 2013 e-learning quality enhancement Zimbabwe Open University (ZOU) https://ir.zou.ac.zw/files/original/a1af52eae7c09c31cd727c008bc1d8f2.pdf bdbaaceb9b3e2a1a27ee45eb5d2a4c28 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BUILDING SUSTAINABLE EDUCATION FUTURES FOR THE SOUTHERN AFRICAN SUB-CONTINENT Creator An entity primarily responsible for making the resource RITTAH KASOWE Subject The topic of the resource An assessment of effects of gender on affective organizational commitment of teachers in Zimbabwe. In Zimbabwe there has been an outcry on poor performance of students at all levels. It has been noted that yearly students’ O level percentage pass rate has declined up to 19.5 % in 2011 to 18.4% in 2012. This has raised concern amongst the stakeholders. Previously low performance has been attributed to inadequacy of resources and poor remuneration. In 2009 the Ministry of Education Art Sports and Culture introduced incentives to lure the teachers so that they help the majority of people in the country until the employer had adequate funds to cushion teachers’ salaries. In 2010 - 2011 primary schools were given books and sports kits by the UNICEF under the ETF programme and secondary schools in 2012. However this has not made a positive impact on pupil performance. Most of the blame has been put on teachers’ affective commitment to their work. Considering that the majority of teachers are females, the main question is whether gender is related to affective organizational commitment of teachers’ performance in Zimbabwe? Employee affective commitment is important because high levels of it leads to several favorable organizational outcomes. This is a descriptive survey where data will be collected from stratified random sampled teachers using qu estionnaires and interviews Publisher An entity responsible for making the resource available International Journal of Current Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 Affective organizational commitment gender. Organizational commitment https://ir.zou.ac.zw/files/original/1656c159e305691d9c6748144fca8d93.pdf d4ffee8c1db7dd2844bfbf6f87500b9b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENT INVOLVEMENT IN ENHANCING STUDENT, RETENTION, PERSISTENCE AND SUCCESS IN OPEN AND DISTANCE LEARNING AT ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource STEPHEN MWENJE RITTAH KASOWE Description An account of the resource The study sought to establish how student involvement could enhance student retention, persistence and success in Open and Distance Learning at Zimbabwe Open University for it to become a world class university. Open and Distance Learning (ODL) systems in Sub-Saharan Africa institutions are grappling with fiscal challenges of low state funding and low student numbers against a background of increasing proliferation. African ODL systems are pursuing world class visions to effectively determine and monitor variables that affect student retention, persistence and success. With Open and Distance Learning, students are now being considered as the largest stakeholders. Investing time and money in learning, Open and Distance Learning institutions ought to orient partnerships to retain their students throughout the course of their learning. This research sought to find out how student persistence and success in Open and Distance Learning could be enhanced through customer feedback approaches at the Zimbabwe Open University. The case study survey design was used to gather data from randomly selected forty final year students and ten alumni members. The interview and the questionnaire were used as data collection instruments. The study established that assignments contribute much to students’ persistence and success to learning, hence the commenting need to be thorough. Tutorial sessions were found to be theoretically based and lacking practical activities, and some concepts in modules were viewed difficult to be conceptualized by students. Academic advisory services being given to students were enhancing learning; however, they lacked the social aspects. Publisher An entity responsible for making the resource available African Educational Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 distance learning. student involvement student persistence Student retention https://ir.zou.ac.zw/files/original/1e21c8236518e009bb1e8b59508593c0.pdf d4ffee8c1db7dd2844bfbf6f87500b9b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource OBSTACLES TO THE IMPLEMENTATION OF THE HIV/AIDS CURRICULUM IN GURUVE DISTRICT SECONDARY SCHOOLS IN ZIMBABWE Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource The aim of this present study was to investigate constraints faced by secondary school teachers in the teaching and learning of HIV/AIDS education in Guruve District in Mashonaland Province of Zimbabwe. Specifically, it focused on HIV/AIDS content, evaluation of the subject, teacher qualifications, availability of resources, methodology as well as syllabus interpretation. The quantitative methodology was used and the descriptive survey design employed. The population consisted of all the 840 secondary school teachers in the district. Random sampling was used to select the 200 respondents. Data were collected using a questionnaire. The study revealed that teachers were finding it very difficult to discuss sex related issues with children. The study also revealed that teachers lacked the knowledge and confidence to teach HIV/AIDS education. The study recommends that teachers should be given proper training in the teaching of HIV/AIDS education. There is also need for teachers to be provided with relevant and adequate resources to effectively guide pupils on this subject Publisher An entity responsible for making the resource available IJRDO-Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2017 Constraints HIV/AIDS education teaching Learning secondary school teachers https://ir.zou.ac.zw/files/original/d898c95de1a3ef19a0d1b3ed85a8b618.pdf b45276003c3eb106d12bd146e7058e42 https://ir.zou.ac.zw/files/original/82ead7a183c4019a1298e64125ecc309.pdf b45276003c3eb106d12bd146e7058e42 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NAVIGATING MARGINALITY: RECLAIMING AND UNDERSTANDING THE STATUS AND EXPERIENCES OF ZIMBABWEAN WOMEN WHO OCCUPY EDUCATIONAL LEADERSHIP ROLES Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource The twenty-first century has seen very few women profiled in educational leadership positions. Women need to break through the glass ceilings in order to navigate marginality. Many African governments are signatories to the convention of gender equity and equality and vowed to fight against any forms of discrimination that bar women from positions and hinder their career development. Yet real obstacles remain. Women are still concentrated in the lower ranks of educational leadership positions with the majority as deputy heads of schools while a minority take the headship positions. Breaking through the glass ceiling still appears elusive for all but a select few. This study was meant to analyse the experiences of those women who are already in leadership positions in education. A qualitative research was carried out to establish experiences and opportunities by women to break the glass ceilings that affect their statuses in educational organisations. Interviews were used to generate data from women in management positions in the education department in Masvingo Province in Zimbabwe. Purposeful sampling was employed to select 10 women leaders. The study recommends creation of positive attitudes towards women, minimising gender stereotypes; crafting policies that promote gender equity, among others. Publisher An entity responsible for making the resource available Open and Distance Learning Journal Special Edition Gender glass ceilings leadership management marginality Women https://ir.zou.ac.zw/files/original/cee0e710e9c7f3695b01ee4af7ab9632.pdf 9ba04ba5571bb55f11b8dfa7b4e78d58 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource INTEGRATING PEDAGOGY AND TECHNOLOGY IN TEACHER DEVELOPMENT PROGRAMMES AT ZIMBABWE OPEN UNIVERSITY: PRACTICES AND ISSUES Creator An entity primarily responsible for making the resource ROSEMARY NGARA Description An account of the resource Since there seemed to be minimal integration of technology and pedagogy in teacher development programmes in Open and distance education a case study was conducted to determine ways by which technology had been integrated in teacher development programmes at Zimbabwe Open University ( ZOU) and to establish impediments that were there in trying to effectively integrate technology in teacher pedagogy at ZOU. The case study investigated opinions held about the integration of pedagogy and technology in the teacher development programmes by students and tutors. The study established that tutors only used modern technology effectively as they communicated with students via telephone. Use of modern technology in tutorials was very minimal. There was a clear indication that lecturers’ use of technology lagged behind technological advancement and this was attributed to technological phobia. On line discussions were one way by which technology use could be integrated in teacher development programmes. In addition, e- marking could be done and power point and videos could be used in tutorial sessions. Tutors had inadequate experiences using digital technologies even those which were available at ZOU. Tutor and student continual training by Zimbabwe Open University on the usefulness of technology and that tutors at ZOU should make deliberate effort to use technological devices that are already at the institution were recommended Publisher An entity responsible for making the resource available Journal of Social Sciences and Humanities Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 https://ir.zou.ac.zw/files/original/87dcaef9b3089d780a1aa38ae91c9785.pdf 6a20a15091040d65370c06191e6b4b88 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource MENTOR AND MENTEE CONCEPTIONS ON MENTOR ROLES AND QUALITIES: A CASE STUDY OF MASVINGO TEACHER TRAINING COLLEGES Creator An entity primarily responsible for making the resource R.NGARA R.NGWARAI Description An account of the resource Mentoring has been increasingly recognized as a key strategy in professional training and development in education. In teacher training, mentoring may be regarded as a relationship and a process whose aim and purpose is to induct student teachers into the community of practice of teaching. It is a process in which professional support is given by and within school. The mentor role was that of an elder, trusted loyal friend, responsible for the growth and development of the protégé, whose characteristics were integrity, wisdom and personal involvement. However the notion of mentoring is not clear as it seems, considering how it is performed and there are challenges affecting mentoring. In Zimbabwe, in teacher education, mentoring is one of the Teaching Practice training strategies which is largely employed by schools in conjunction with teacher training colleges. A survey was conducted in Masvingo urban to determine mentor and mentee conceptions on mentor roles and mentor qualities in mentoring student teachers from two teachers’ training colleges in Masvingo .The study established that there were some differences in the way roles and qualities of mentors were conceived by student teachers and the mentors but the key roles of an effective mentor were conceived as a guide and a helper in purely teaching matters. Opinions were divided on the assessor role of mentors but being highly knowledgeable about teaching children in the primary school, warm and being trustworthy were most commonly identified traits of effective mentors. The study recommended that workshops be run conjointly by training colleges and appointed school mentors so that mentors and colleges speak the same voice on mentor roles and qualities Publisher An entity responsible for making the resource available International J. Soc. Sci. & Education Date A point or period of time associated with an event in the lifecycle of the resource 2012 mentee mentor mentoring https://ir.zou.ac.zw/files/original/f5a5ce888df75856fa4b7ad691038ebd.pdf d9630dae2b4ea75a18c05a16e37c056a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource TERM PAPER EFFECTIVENESS: PERCEPTIONS OF STUDENTS AND LECTURERS AT ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource R. NGARA R. NGWARAI Description An account of the resource Term papers are an important component of the curriculum of students studying at higher levels of learning. At the Zimbabwe Open University students pursuing Masters Degrees write one term paper in each of the courses they would be studying. Term papers are marked and contribute to the final coursework mark. In some instances term papers are not just written, they are also presented orally by students. Term papers are instrumental in developing academic skills such as critical thinking. There are, however, some problems associated with students’ writing or presentation of term papers. For instance, topics chosen by students lack unique focus and there is general deficiency knowledge on how to write a term paper on the part of many students. A survey was conducted at Zimbabwe Open University’s one regional campus to determine the views of Masters students and their lecturers on the effectiveness of term papers as a tool of learning and assessment. Generally, participants were of the opinion that term papers were handy in developing student academic skills if principles in writing term papers were religiously followed by students and tutors. Some factors were viewed as negatively affecting the ways in which term papers could be useful or could be good quality. Among them were little tutor-guidance, lack of versatile materials and poor academic skills. The study recommended running of workshops for tutors on term paper-related issues at the University’s regional campus inter alia Publisher An entity responsible for making the resource available European Social Sciences Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 effectiveness term paper https://ir.zou.ac.zw/files/original/a62276177a0b778a0c124a7e16ecee91.pdf 56d3a2b3f5e3eb257539dba48089410d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN ASSESSMENT OF THE BACHELOR OF EARLY CHILDHOOD DEVELOPMENT DEGREE PROGRAMME IN ITS INITIAL STAGES AT ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource ROSEMARY NGARA RICHARD NGWARAI RODGERS NGARA Description An account of the resource The Bachelor of Early Childhood Education degree (BEDECD) is a teacher development programme which was introduced for study at Zimbabwe Open University in September 2010 in response to the need for more ECD-trained teachers. BEDECD is four year programme. It had run for three semesters at the time the study was conducted. The study was conducted at Zimbabwe Open University, in Masvingo region to assess opinions of students and lecturers on the implementation of the BEDECD curriculum, in the stated period. Generally, students and lecturers were of the opinion that modules designed for the programme had been useful and had recent data and the design of the modules was of high quality. Pre-Teaching Practice Microteaching was viewed by most participants as helpful but micro-teaching was not accorded adequate time. However, participants were generally, unhappy about the delayed provision of some modules in each of the semesters. Students felt that tutorials were in most cases fruitful as tutors were thoroughly prepared but students reported that tutors did not employ any media that could have driven home ideas and concepts at stake. The study recommended timeous provision of curriculum materials and feedback on assignments, among other things Publisher An entity responsible for making the resource available Greener Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 Curriculum reforms and implementations Teacher Education and professional development https://ir.zou.ac.zw/files/original/a9164d0a9438d86679701b4477ffc0f2.pdf 58bcf2d9b46d3b590c452519beb59af7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CONVEYER BELT MARKING: OPINIONS OF ZIMSEC MARKERS IN CHIKOMBA DISTRICT Creator An entity primarily responsible for making the resource ROGERS NGARA Description An account of the resource The purpose of the study was to establish markers perceptions of the newly introduced system of marking. Participant responses were sought through using open ended questionnaires. The study established that the CBM was considered advantageous in that marking because it could be made more reliable, efficient and that it encouraged good team spirit among makers. Nonetheless, some problems presented by CBM were opined by participants. For instance fast markers were held back by the slow ones, mastering of the whole marking scheme was not considered important yet in actual fact it was crucial that each maker mastered it and the whole exercise was hurried. It was also expressed that examiners were now getting lower remuneration compared to TMS. General suggestions were made by participants on how CBM could be improved. The researchers recommended that ample time be given to examiners for marking and that payment be according to the actual number of responses an examiner would have marked. Publisher An entity responsible for making the resource available HOPE Journal of Research (House of Pakistani Educationists) Date A point or period of time associated with an event in the lifecycle of the resource 2013 Conveyor belt marking Markers Traditional marking system https://ir.zou.ac.zw/files/original/401eab4a6dfb9b0c9af0ddb09217bbec.pdf 5b475d66d6af143744c55993644f5c29 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource DISTANCE EDUCATION AN EMPOWERING DISCIPLINE OR JUST A PASSING RAGE: A CASE OF ODL INSTITUTIONS IN ZIMBABWE Creator An entity primarily responsible for making the resource THOMAS M. KAPUTA JUDITH TAFANGOMBE Description An account of the resource This study is on graduates’ perceived feelings on how Distance Education (DE) offering institutions in Zimbabwe have empowered them. We asked the question: Is DE an empowering discipline or a passing rage which is being used by most institutions as a raison d’être. The development of Open and Distance Learning (ODL) institutions in the world has largely been done by conventional Universities. Distance educators agree that distance education includes both distance learning and teaching. With the advent of changes in industry’s demand for more qualified personnel that may need to be trained whilst on the job, conventional universities and colleges have failed to cope. The economies of scale of this approach saw many people getting qualifications whilst they were on the job. Governments who are the recipients of most of the graduates get concerned when most of their people are not educated. This has resulted in the development of the single and dual mode institutions of distance education to a large extent with the latter preceding. In this study which was carried out in the beginning of 2013. A qualitative research paradigm was used focusing on the graduates of DE from both conventional and ODL institutions. This was a phenomenological design because it dwelt on a careful description and analysis of the participants’ life world and the meaning extracted thereof. Participants who included graduates, employers and lecturers were conveniently selected from the different institutions in Zimbabwe. The sample consisted of ten graduates from eight institutions. We used an on line open ended interview schedule, personal accounts and document analysis to collect data. This provided us with an opportunity to look at different worldviews of the empowerment phenomenon. The findings show mixed reactions from graduates on their empowerment status. Fierce competition is rife between institutions raising ethical, business and quality issues. We recommend that policy be put in place to fine tune this DE to empower all graduates regardless of their institution Publisher An entity responsible for making the resource available Greener Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2014 discipline Distance Education empowering qualitative research single and dual modes https://ir.zou.ac.zw/files/original/f9a337d1745e29b49f06396b8be1b437.pdf 38c7458f9cb1bd91b5c7a35bba0c40ef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ODL UNIVERSITY INCLUSION EXPERIENCES OF STUDENTS WITH DISADVANTAGES IN ZIMBABWE Creator An entity primarily responsible for making the resource PHILLIPA MUTSVANGWA BARBARA MAPURANGA Description An account of the resource The study’s focus is on students with disabilities and the marginalised. Riddell, Tinklin and Wilson (2005) assert that universities are arbiters of social justice. However, despite paradigm shift to the philosophical call for schools for all the disadvantaged students continue to face social injustice and inclusive disparities at universities. Using ten purposively selected disadvantaged students, the study engaged the qualitative approach based on the enthnographic design to elicit inclusion experiences of the disadvantaged ODL students with a view to obtain best inclusive practices from their stories. In-depth interviews with unstructured questions, unstructured observations and document analysis were use to collect data. The collected data was coded into themes and patterns emerging from the experiences. The study revealed that most marginalised students dropped out of ODL either in their first year or second year due to failure to raise enough fees while students with disabilities showed that their learning moral was destroyed by lack of relevant provisions to their needs. Thus, they suggested that now that Zimbabwe ratified the UNCRPD on the 23 September 2013 provisions should stay available in anticipation of admitting students with various disabilities Publisher An entity responsible for making the resource available International Journal of Humanities Social Sciences and Education (IJHSSE) Date A point or period of time associated with an event in the lifecycle of the resource 2014 Detrimental effects experiences. Inclusion ODL https://ir.zou.ac.zw/files/original/ad877708575e18a1cfa3ac908726b133.pdf e6b30227cbd9ebed640e765d01f13606 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN ANALYSIS OF ORGANISATIONAL FACTORS RELATED TO AFFECTIVE ORGANISATIONAL COMMITMENT OF SECONDARY SCHOOL TEACHERS IN MASHONALAND CENTRAL PROVINCE OF ZIMBABWE Creator An entity primarily responsible for making the resource RITTA KASOWE Description An account of the resource Performance of secondary school pupils accelerated in a declining manner since 1984 to date. Although much has been done to improve conditions of the teacher since the teachers are at the helm of students learning, students’ performance has continued to decline. Despite training obtained from teachers colleges, what is contributing to their effectiveness has not been well researched. Affective organisational commitment of secondary school teachers in Zimbabwe still remain an inadequately researched area. Whereas teachers could be motivated by employers, the gendered outcomes of their commitment to the organisation especially on their affective commitment has not been adequately investigated. The primary purpose of the study was to make a critical analysis of variables and factors contributing to affective organisational commitment using Stufflebeam (2007)’s Context Input Process and Product decision facilitation model of evaluation approach. The approach specified the imbalances in each phase of evaluation focusing on, organisational factors, how each factor contributed to affective organisational commitment of secondary school teachers. The study used statistical tests of multiple regression analysis and step wise regression analysis on quantitative survey data obtained from Affective organisational commitment. The quantitative data were gathered using two seven point Likert scales ranging from strongly agree to strongly disagree. A statistical program SPSS was used to investigate the relationships among variables in the research model. Regardless of the types of dependent or independent variables, linear multiple step wise regression analyses were performed in order to find out the significance of the variables. This was supplemented by qualitative data gathered and addressing organisational factors. The qualitative data were collected using semi structured face to face interviews and focus group discussions in order to triangulate the evidence obtained from quantitative data. The qualitative data were analysed using NVIVO to come up with themes. Thus this study used a mixed methodology approach. The study established that factors such as; occupational status, management worker relationship, recognition, variety in the profession, opportunity to use ability and subject specialisation, were strong determinants of affective organisational commitment related to secondary teachers’ affective organisational commitment and impacting negatively on pupils’ and schools’ performance. The study recommended that Educational planners must involve teachers in policy decision making at all levels, provide support and staff development workshops. Future researchers might wish to expand on studies that indicate a connection between factors established and the degree of pupils’ performance. Publisher An entity responsible for making the resource available IJRDO-Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2017 Affective organisational commitment Factors Organisational commitment Organisational commitment; Factors; Affective organisational commitment https://ir.zou.ac.zw/files/original/40dfeae04e0ee3007b961630b03b926a.pdf e329fbe9e4f3a7e0937edf1350297c2c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PARENTS’ ROLE TOWARDS IMPROVING THE PERFORMANCE OF THEIR CHILDREN IN SCHOOL WORK: A CASE STUDY OF BINDURA PRIMARY SCHOOLS Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource The purpose of this present study was to investigate the role played by parents in improving the performance of their children in school work in Bindura primary schools in Zimbabwe using the quantitative research methodology. The population consisted of all heads, SDC/SDA members and teachers in the thirty schools in Bindura. Random sampling was used to arrive at a sample of ninety six (96) respondents made up of six (6) heads of schools, seventy two (72) teachers and eighteen (18) members of School Development Committees or Associations (SDCs/SDAs). The questionnaire and interview were used for data collection. The study revealed that there are many barriers to effective parental involvement in school activities such as lack of education by parents. The study recommends that heads of schools should always involve parents before making decisions that require the inputs from the parents. There should also be staff development workshops for teachers and parents where parental involvement in the education of their children would be the main topic. Publisher An entity responsible for making the resource available IJRDO-Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2017 Investigation parents performance primary schools role played school work https://ir.zou.ac.zw/files/original/8d66215e75c8fa815b3a70cced9256c6.pdf a3e1ec3cacd22d5253e3f253c122769f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN INSIGHT INTO THE DEFINITIONS OF DISTANCE LEARNING AND THE SIGNIFICANCE OF TUTOR COMMENTS IN DISTANCE LEARNING Creator An entity primarily responsible for making the resource PAULINE MANJENGWA Description An account of the resource Firstly, this article examines various definitions of Distance Learning with the aim of enabling scholars to have a wider perspective of the concept. While the most basic definition relates to education that takes place when the teacher and students are separated by physical distance, developments in this area now encompass distance learning with technology (electronic, print, voice and data). Technology in this respect is viewed as the bridge used to mediate the gap between the tutor and the student. Secondly, the article also puts emphasis on the types of comments on marked assignments, that can either help the learner to work hard or destroy the learner’s interest to learn. Appropriate, positive and constructive comments in marked assignments promote effective communication between the tutor and the learner. Most importantly, prompt assignment return with constructive feedback and counselling, is a possible decisive element for study success and goal achievement, for Distance Learners. More suggestions on enhancing the tutor – student interaction are discussed. Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 Distance Education Outreach Tele-teaching Tele-work https://ir.zou.ac.zw/files/original/b5bdbbfbaf5ee0ae3ec0ce088ba73b7a.pdf 2db4c0e59c2a0a90333e39ef2f5dcbf6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEDAGOGIC POSSIBILITIES OF ICTS AND TECHNOLOGY AFFORDANCES IN AN INCREASINGLY NETWORKED ENVIRONMENT IN SUPPORT OF SUSTAINABLE DEVELOPMENT Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource The research project seeks new opportunities/ directions of learning and teaching in an increasingly networked world, and how they can benefit people in developing countries in support of sustainable development. The research agenda is aimed at studying how interconnected information and communication technologies (ICTs) can expand the reach of educational opportunities and improve learning outcomes as technology affordances. The main research question is - What are the pedagogic possibilities of ICTs and technology affordances in an increasingly networked environment that can impact/ benefit participative collaborative inclusive communities of learning in support of sustainable development? Publisher An entity responsible for making the resource available Journal of African Studies and Development Date A point or period of time associated with an event in the lifecycle of the resource 2015 https://ir.zou.ac.zw/files/original/071ca8acd0717ba4d6236c4b53027f6d.pdf 38f8214f28209a4b73627d5fac907096 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEDAGOGY IN DISTANCE EDUCATION: IS EVALUATIVE JUDGEMENT AN EFFECTIVE PEDAGOGICAL TOOL FOR STUDENTS IN DISTANCE EDUCATION? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Distance education has expanded dramatically over the years and has become a needed component in the higher education landscape especially in this COVID-19 era. Students in distance education need the ability to make decisions about the quality of work and others. The argument advanced in this article is that evaluative judgement should be used as a pedagogical tool by students in distance education so that they develop the capacity to improve their reflective practices. Qualitative methodology was employed in this study. Learning facilitators from the Zimbabwe Open University were purposefully sampled to generate data through semi-structured interviews. The major findings of the study were that evaluative judgement is a very effective tool which enables students to see whether what they are doing is right or wrong. It is used in assignment writing, term paper presentations, research project writing, group discussions, peer assessment, teaching practice attachment and during examination writing. It improves the depth and breadth of understanding matter and also improves the quality of interaction between the student and the content. The study recommends that tutorial handbooks should be provided at orientation on the importance of evaluative judgement to students in order to improve the quality of their work. Publisher An entity responsible for making the resource available Zambia Journal of Distance Education Date A point or period of time associated with an event in the lifecycle of the resource 2021 Distance Education evaluative judgement pedagogical tool reflective practice self-assessment