[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590808-105":59,"doc-detail-590808-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","quality-tutorials-in-open-and-distance-learning-exploring-experiences-of-zimbabwe-open-university-students","Quality tutorials in open and distance learning - Exploring experiences of Zimbabwe Open University students","","Quality in distance higher education is a central concern for institutions, particularly in open and distance learning environments. This study examines students’ experiences with quality tutorials at Zimbabwe Open University using a descriptive survey design. Quantitative and qualitative evidence was collected through a questionnaire, with 189 students sampled from 1,500 returning students. Findings show general satisfaction with tutorial arrangements and communication, but highlight dissatisfaction with tutor engagement, attendance inconsistencies, weak tutorial materials, commitment decline, economic hardship, and limited use of modern technologies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/quality-tutorials-in-open-and-distance-learning-exploring-experiences-of-zimbabwe-open-university-students/590808/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/quality-tutorials-in-open-and-distance-learning-exploring-experiences-of-zimbabwe-open-university-students/590808.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding tutorials?","Question",{"text":112,"@type":113},"To explore Zimbabwe Open University students’ experiences with the quality of tutorials and how well the tutorials meet expected quality criteria.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected for the research?",{"text":117,"@type":113},"The study used a descriptive survey design and collected both quantitative and qualitative data using a questionnaire with open-ended and closed items.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors contributed to students’ satisfaction and dissatisfaction?",{"text":121,"@type":113},"Students were generally satisfied with tutorial arrangements, timely communication, and suitable tutorial rooms, but dissatisfied with tutors’ ability to promote active participation, lecturer attendance inconsistencies, poor tutorial packages, waning commitment, economic hardships, and limited use of modern technologies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590808,1792928551,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 1(2), pp. 152-160, October 2013 Full Length Research Paper  \nQuality tutorials in open and distance learning: Exploring experiences of Zimbabwe Open University students  \nVitalis Chikoko 1 and Chrispen Chiome2*  \n1Kwa-Zulu Natal University, South Africa.  \n2Office of the Vice Chancellor, Zimbabwe Open University, Zimbabwe.  \nAccepted 2 August, 2013  \n\n| ABSTRACT\u003Cbr>Quality in distance higher education is one of the main concerns among institutions today. This study sought to explore students’ experiences with quality tutorials in ZOU an open and distance education institution. The study employed the descriptive survey design and generated both quantitative and qualitative data using a questionnaire with both open-ended and closed items. A sample of 189 students was selected from a population of 1500 returning students using the purposive sampling technique. Data was presented in simple frequency tables and analysed thematically. The study found out that generally students were satisfied with the arrangements for tutorials as communication came on time and tutorial rooms used were seen as conducive. Students expressed dissatisfaction with the ability of their tutors to promote active adult students’ participation, inconsistence in lecturer attendance, poor quality tutorial package, waning commitment, economic hardships and the failure to use modern technologies in tutorials. The study recommended the taking of urgent, bold and decisive steps to train tutors on adult and distance education methodologies and the use of modern technology in teaching. Further research need to be done on the quality of a tutorial package for distance learners and motivating adult learners.\u003Cbr>Keywords: Quality, tutorials, students, open and distance learning. |\n| --- |\n| *Corresponding author. E-mail: [chrischiom@yahoo.ca](chrischiom@yahoo.ca). |\n\nINTRODUCTION  \nSince independence in 1980 , higher education has grown at a spectacular rate in Zimbabwe. One of the greatest achievement is the establishment of the first premier distance teaching and learning university, the Zimbabwe Open University (ZOU) . ZOU revolved from the University of Zimbabwe’s College of Distance Education that was established in 1993. It was established through an act of parliament (Zimbabwe Open University act 1999) . ZOU was tasked to ensure that tertiary education is accessible, affordable and relevant to the needs and aspirations of industry and society as a whole (ZOU 2001) . Thus, the Zimbabwe Open University is an Open and Distance Learning (ODL) institution whose mandate is to provide education to everyone who is keen to learn. It operates in a flexible manner. It is less restrictive and less prohibitive as compared to conventional institutions.  \nIn its 2005 to 2009 strategic plan, ZOU has resolved to establish itself as a ‘world class open and distance education university by 2009’. This vision is underpinned by a deliberate strategy to unlock value by pursuing quality educational provision. To achieve this vision and mission it means that the Zimbabwe Open University modes of service delivery must move towards World Class standards as well. In this case, quality processes appear to be the answer.  \nOne core business of the Zimbabwe Open University is to provide face-to-face tutorials that compliment the modules that are provided to students on registration. Tutorials appear useful and indispensable to students. Tutorials facilitate the exchange of ideas and promote interpersonal relationships (Makoni , 2000) . These tutorials therefore must be guided by the need to satisfy  \nand motivate clients so that they yearn for more and better quality education that makes them worthwhile stakeholders and collaborative partners in both public and private sectors of the economy (Tierney, 1998) . To this effect ZOU’s vision and mission are achieved if the clients it serves are satisfied and motivated to participate in the tutorials being","cbCaio6rlMOIyv5H","https://ap.wps.com/l/cbCaio6rlMOIyv5H","pdf",85289,"English","# Introduction\n## Growth of higher education and ZOU mandate\n## Strategic plans and focus on quality processes\n## Role of face-to-face tutorials in ODL\n## Research problem and study question\n## Importance of meeting students’ quality expectations\n# Abstract\n## Study design and data collection\n## Key findings and recommendations","[{\"question\":\"What is the study’s main purpose regarding tutorials?\",\"answer\":\"To explore Zimbabwe Open University students’ experiences with the quality of tutorials and how well the tutorials meet expected quality criteria.\"},{\"question\":\"How was data collected for the research?\",\"answer\":\"The study used a descriptive survey design and collected both quantitative and qualitative data using a questionnaire with open-ended and closed items.\"},{\"question\":\"What factors contributed to students’ satisfaction and dissatisfaction?\",\"answer\":\"Students were generally satisfied with tutorial arrangements, timely communication, and suitable tutorial rooms, but dissatisfied with tutors’ ability to promote active participation, lecturer attendance inconsistencies, poor tutorial packages, waning commitment, economic hardships, and limited use of modern technologies.\"}]","Quality tutorials in open and distance learning - Exploring experiences of Zimbabwe Open University students | PDF",1792070459,23]