https://ir.zou.ac.zw/files/original/c2dca335efb4b04eaaeaf9dfd769d2c2.pdf 61079f74ca48b3e6c0668e636c3623d3 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 UTILIZING INTERVENTIONIST - PARTICIPATORY RESEARCH STRATEGIES IN ESTABLISHING THE EFFICACY OF E-LEARNING TECHNOLOGY IN OPEN AND DISTANCE LEARNING. Creator An entity primarily responsible for making the resource DAVID CHAKUCHICHI Description An account of the resource Research in open and distance learning (ODL), in an era of technological advancement, e-learning innovations, social inclusion and multiculturalism, should essentially take cognisance of the cognitive situates of the participants. The interventionist participatory approach, grounded in the critical inquiry research paradigm. was found to be most appropriate in establishing efficacy of e-learning technology since it is open, descriptive, critical, interactive and eclectic while fostering the co-construction of meanings by both researchers and participants. Most importantly, interventionist participatory approaches enable ODL practitioners and participants to be active in analyzing issues and finding solutions to their problems in the face of e-learning technology. E- learning which involves the students’ interface with a whole range of information computer technology creates a new culture in ODL. Online programmes are fast becoming the norm for a student population that lacks the requisite skills. E- learning therefore presents anxieties as students try to fit in the new ODL environment. Appropriate evidence based research strategies are therefore imperative in order to establish the efficacy of the e-learning technology in the context of the ODL practitioner and students. Traditional research strategies still ignore the complex interaction between technological interventions and learner capacities to utilize them. In ODL, both practitioners and participants need to be integral in the process of problem analysis, development of solutions and the strengthening and formation of initiatives which give the ODL students a voice to define the efficacy of the e-learning innovations at their disposal. The interventionist-participatory research strategies take into consideration the role and complexities of the social contexts of the ODL learner and the potential for influencing ODL practices, products and programmes. Thus interventionist participatory strategies are well placed as evidence based research strategies to evaluate the efficacy of e-learning technology and in the transformation of ODL theory and practice Publisher An entity responsible for making the resource available Distance association of Southen Africa (DEASA) Date A point or period of time associated with an event in the lifecycle of the resource 2010 e-learning Interventionist Open and Distance Learning