DOI: 10.36347/sjahss.2013.v01i01.002

Pages: 8-16

This case study of the Zimbabwe Open University looked at trajectories of attaining and sustaining quality in e-learning in an open and distance teaching university. Data was collected from a purposive sample of 56 students and 15 members of staff from two regional campuses. The study revealed that e-learning should not be taken as a supplementary mode of delivery but as the key pedagogical instrument. An e-learning centre has to be created to develop e-learning materials, sourcing digital materials for the students and staff and supporting faculties and departments in delivering e-learning courses. Experts must be employed who will evaluate appropriateness of e-learning procedures, accuracy of e-learning content and utility of e-learning courses. There is also need to periodically seek user perceptions and act on feedback promptly. The research recommended increased use of e-learning not as a supplementary mode but an economical way of expanding educational services and widening opportunities and making use of emerging technologies to expand the delivery of quality education. More research could be done on the interactive aspects of e-learning.