1,721,168 research outputs found
Zimbabwe Open University Examination Past Papers 2011-2017
No full textZimbabwe Open University Examination Past Papers 2011-201
UNZA-ZOU Post graduate Past Examination Papers, 2020/2021
No full textThe University of Zambia in collaboration with Zimbabwe Open University(UNZA-ZOU)
Post graduate Examination Past Papers
2020/2021 Academic Yea
The Future of Odel: Evaluating the Role of Technology in Enhancing Personalised Learning Experiences in Higher Education. The Case of Zimbabwe Open University
Get PDFThe rapid evolution of technology has significantly influenced Open and Distance e-Learning (ODeL), paving the way for personalised learning experiences in higher education. This study investigates the integration of advanced technologies, such as Artificial Intelligence (AI), adaptive learning systems and intelligent tutoring platforms into ODeL frameworks to enhance individualised learning pathways. By analysing current literature and case studies, the research identifies how these technologies contribute to improved student engagement, academic performance and retention rates. Data generated for the study included interview guide, open- ended questionnaire and focus group discussions. Document analysis was also used to complement the other methods. A purposive sampling technique was used to select participants for qualitative data. A total of 21 participants were selected with 12 students (undergraduate and postgraduate), six academic staff members and three e-learning administrators. Findings indicated that personalised technology-enhanced learning environments foster greater learner autonomy, motivation and satisfaction. However, challenges such as digital literacy gaps, infrastructure limitations and the need for faculty training are also highlighted. The research underscores the importance of strategic implementation of personalised learning technologies in ODeL settings. It recommends institutional policies that support technological infrastructure development, continuous professional development for educators and the adoption of learnercentric pedagogical models. By addressing these areas, higher education institutions could effectively leverage technology to create more inclusive and effective personalised learning experiences, aligning with the future trajectory of ODeL.
Influence of Employee Engagement on Organisational Performance at the Zimbabwe Open University (2019-2023)
Get PDFThe study sought to find out the influence of employee engagement on organisational performance at the Zimbabwe Open University (ZOU), which is a state university. The study was informed by the persistent feature of ZOU in the media for wrong reasons, which suggested that it was very likely that some of its staff members were exposing the institution. The Nstudy used the interprevitism philosophy which resonated with the qualitative paradigm. A case study design was applied. Data were generated using face-to-face interviews. The population was eight hundred (800) staff members, and a convenience sampling method was used to identify the number of participants who could provide qualitative data, and the actual size was determined by data saturation. An analysis of the qualitative data which characterised the study was done by using thematic analysis. The major finding was that there was low engagement among ZOU employees. Major recommendations included revisiting both the internal and external fairness of remuneration, adopting a flexible working model, employer-assisted occupational stress management, and providing good working conditions
Zimbabwe Open University Faculty of Commerce Graduates 2000 – 2015 Tracer Study
Get PDFThis study traced graduates of the Zimbabwe Open University (ZOU) Faculty of Commerce (FACOM) from year 2000 to year 2015 to assess curriculum relevance, graduate outcomes, and labour market alignment. A total of 150 self-administered questionnaires were distributed through Regional Centres to collect data on employment status, further study intentions, programme perceptions, and skill acquisition. Findings showed that most respondents were adult learners, with a mean age of 40.2 years, and that 91.7% expressed the intention to pursue further studies, most preferring ZOU. Employment outcomes were diverse, with graduates largely absorbed in tertiary education, government and banking sectors. Respondents rated the FCL programmes as highly contributory to organisational, leadership, problem-solving and teamwork skills, but less effective in enhancing computer literacy and technical knowledge. Overall, the programmes were perceived as relevant to current jobs and the labour market, though areas such as ICT integration and industry linkages require strengthening. The study concluded that while ZOU FACOM effectively supported human capital development, curriculum adjustments and enhanced delivery mechanisms were essential to sustain competitiveness and graduate employability.
ACCESSING LIBRARY SERVICES IN INSTITUTIONS OF HIGHER LEARNING: THE EXPERIENCES OF ZIMBABWE OPEN UNIVERSITY STUDENTS WITH DISABILITIES
Get PDFThis study sought to examine the experiences by students with disabilities in accessing the library at Zimbabwe Open University, Bulawayo Campus.The survey design was used to examine the experiences of students with disabilities in accessing library services at Zimbabwe Open University library.The sample for this study consisted of twenty-five students with disabilities who have access to Zimbabwe Open University library and ten library staff members who are in contact with the students. These participants were used in this study because they have experiences on how students are accessing library facilities at Zimbabwe Open University library. Questionnaires were used in this research in an effort to reach the respondents.The respondents indicated that, the entrance, restrooms, stairs, elevators and special rooms of the library are not easily accessible to students with disabilities. The library needs to have specially trained staff that assists students with special needs. The library should be stocked with modern equipment like computers with JOS connected to the Internet, books in Braille, books on cassette or CD’s, for use by students with visual impairment, and also, closed caption decoder, hard-wired, personal FM system and telecommunication devices for the hearing impairment. Article visualizations
Knowledge sharing practices amongst academics at the Zimbabwe Open University
Get PDFMagister Library and Information Studies - MLISThis study investigated knowledge sharing (KS) practices at the Zimbabwe Open University
(ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU
regional campus faculty departments and identified gaps, with the aim to find out how
knowledge is being managed, shared in an Open and distance learning institution and if
knowledge management (KM) is playing a role.
The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open
University. A questionnaire survey was carried out to collect data from a sample of 100
academic staff in the 10 Regional Centres. The underlying question was whether the
university academic members were aware of the knowledge that exists, how this knowledge
is created and, shared and flows in the organization. The study also sought to establish the
views of academic staff, on the benefits that can be reaped from KM practices. The study
confirmed that there is willingness to engage in knowledge sharing activities. However, the
lack of a clear knowledge policy negatively impacts on the university’s ability to
competitively position itself in the knowledge economy as a knowledge driven university and
this impacts research productivity and distance learning course delivery at the ZOU. One of
the key recommendations emanating from this research is that the university should have a
Knowledge policy aligned to its strategic plan which will act as a guideline on the sharing of
knowledge internally and externally as well as make it mandatory for academic staff to
publish internally as well as to store their publications in the university repository
Innovation for Social Transformation: E-Marking Challenges Faced by Students. A Case Study of Zimbabwe Open University
No full text<p>There are several objectives of the Zimbabwe Open University (ZOU) quality management system among which are to provide quality teaching and learning. In line with this objective, Zimbabwe Open University has implanted ICT in teaching and learning processes. For the purpose of speeding up the delivery of ICT linked support services, in its 2017 Strategic Plan, ZOU proposed that Masters students submit assignments online and this innovation was soon adopted for all students at all levels of learning in all programmes in the second semester of 2017.The innovation, although in line with developments in the new information age, seemed to present challenges to students in terms of assignment submission and marking. A case study involving students in the teacher development department at the Zimbabwe Open University Midlands campus was conducted to determine the forms of challenges students faced with the introduction of e-marking of assignments. Data were generated via an open –ended questionnaire and interviews with individual students. Findings showed that students residing or working in urban areas delighted in the easiness of submission and receipt of assignment feedback while limited internet connectedness, lack of personal smart phones, uncommunicative marking by lecturers and student technological phobia were some challenges participants perceived in the introduction of e-marking of assignments. Among other things, the study recommends that Zimbabwe Open University should address the problem of student tradition in not moving with technological change by making it compulsory for students to study components of ICT which can help them demystify difficulties in using ICT and that the government of Zimbabwe needs to be more committed to the use of ICT in rural areas.</p>
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