Factors Affecting Knowledge Production in Open and Distance Learning in Zimbabwe. Case of Zimbabwe Open University

Zimbabwe Open University has been in existence for over a decade and is the only institution offering open and distance learning in Zimbabwe. The institution when it started had the highest enrolment which was higher than four conventional state universities combined. Currently the university is on the enrolment decline. This is contrary to the fact that distance education is spreading to almost all areas of education and training worldwide. It is also against the background that the Government is channeling many resources towards the establishment of a fully integrated distance learning system which involves the development of course materials and providing student support and instruction. This exhibits negative forces acting against knowledge production as less and fewer graduates are produced. Therefore the purpose of this paper was be to examine the key factors affecting open and distance learning in Zimbabwe. A descriptive survey design was adopted in form of a structured questionnaire which was used to collect data from 70 undergraduates, and 20 students post graduates. Also an interview guide was developed to carry out interviews to 10 staff members consisting of 2 Regional Directors, 2 Regional administrators, and 6 lecturers. Descriptive statistical analysis was a basic one which involves finding frequency of factors and converts them to percentages. This method was able to reduce lots of data into simpler summaries to present easily.