Challenges of virtual and open distance science teacher education in Zimbabwe

This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was...

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Autores principales:	Vongai Mpofu, Tendai Samukange, Lovemore M Kusure, Tinoidzwa M Zinyandu, Clever Denhere, Shakespear Ndlovu, Renias Chiveya, Monica Matavire, Leckson Mukavhi, Isaac Gwizangwe, Elliot Magombe, Nyakotyo Huggins, Munyaradzi Magomelo, Fungai Sithole, Chingombe Wiseman
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	Distance education open learning higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/34d334fdf5b84d4c86c509e9b0097a86
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spelling	oai:doaj.org-article:34d334fdf5b84d4c86c509e9b0097a862021-12-02T17:00:17ZChallenges of virtual and open distance science teacher education in Zimbabwe10.19173/irrodl.v13i1.9681492-3831https://doaj.org/article/34d334fdf5b84d4c86c509e9b0097a862012-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/968https://doaj.org/toc/1492-3831This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms of forty-two lecturers who were directly involved at the launch of the program and in-depth interviews. Qualitative data analysis revealed that the programme faces potential threat from centre-, institution-, lecturer-, and student-related factors. These include limited resources, large classes, inadequate expertise in open and distance education, inappropriate science teacher education qualifications, implementer conflict of interest in program participation, students’ low self-esteem, lack of awareness of quality parameters of delivery systems among staff, and lack of standard criteria to measure the quality of services. The paper recommends that issues raised be addressed in order to produce quality teachers.Vongai MpofuTendai SamukangeLovemore M KusureTinoidzwa M ZinyanduClever DenhereShakespear NdlovuRenias ChiveyaMonica MatavireLeckson MukavhiIsaac GwizangweElliot MagombeNyakotyo HugginsMunyaradzi MagomeloFungai SitholeChingombe WisemanAthabasca University PressarticleDistance educationopen learninghigher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 1 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Distance education open learning higher education Special aspects of education LC8-6691
spellingShingle	Distance education open learning higher education Special aspects of education LC8-6691 Vongai Mpofu Tendai Samukange Lovemore M Kusure Tinoidzwa M Zinyandu Clever Denhere Shakespear Ndlovu Renias Chiveya Monica Matavire Leckson Mukavhi Isaac Gwizangwe Elliot Magombe Nyakotyo Huggins Munyaradzi Magomelo Fungai Sithole Chingombe Wiseman Challenges of virtual and open distance science teacher education in Zimbabwe
description	This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms of forty-two lecturers who were directly involved at the launch of the program and in-depth interviews. Qualitative data analysis revealed that the programme faces potential threat from centre-, institution-, lecturer-, and student-related factors. These include limited resources, large classes, inadequate expertise in open and distance education, inappropriate science teacher education qualifications, implementer conflict of interest in program participation, students’ low self-esteem, lack of awareness of quality parameters of delivery systems among staff, and lack of standard criteria to measure the quality of services. The paper recommends that issues raised be addressed in order to produce quality teachers.
format	article
author	Vongai Mpofu Tendai Samukange Lovemore M Kusure Tinoidzwa M Zinyandu Clever Denhere Shakespear Ndlovu Renias Chiveya Monica Matavire Leckson Mukavhi Isaac Gwizangwe Elliot Magombe Nyakotyo Huggins Munyaradzi Magomelo Fungai Sithole Chingombe Wiseman
author_facet	Vongai Mpofu Tendai Samukange Lovemore M Kusure Tinoidzwa M Zinyandu Clever Denhere Shakespear Ndlovu Renias Chiveya Monica Matavire Leckson Mukavhi Isaac Gwizangwe Elliot Magombe Nyakotyo Huggins Munyaradzi Magomelo Fungai Sithole Chingombe Wiseman
author_sort	Vongai Mpofu
title	Challenges of virtual and open distance science teacher education in Zimbabwe
title_short	Challenges of virtual and open distance science teacher education in Zimbabwe
title_full	Challenges of virtual and open distance science teacher education in Zimbabwe
title_fullStr	Challenges of virtual and open distance science teacher education in Zimbabwe
title_full_unstemmed	Challenges of virtual and open distance science teacher education in Zimbabwe
title_sort	challenges of virtual and open distance science teacher education in zimbabwe
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/34d334fdf5b84d4c86c509e9b0097a86
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Challenges of virtual and open distance science teacher education in Zimbabwe

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