Digital teaching and learning strategies for enhancing self-directed learning in remote ODeL environments: evidence from Zimbabwe Open University

This study investigated effective digital teaching and learning strategies to foster self-directed learning in Open and Distance eLearning (ODeL) environments, specifically focusing on remote areas. It used Zimbabwe Open University as a case study, grounding its approach in Knowles' Self-Directed Learning Theory and Vygotsky's Social Constructivism. The research employed a qualitative instrumental case study design, gathering data through interviews with lecturers and a quality assurance coordinator, and focus groups with students, to understand strategies that support self-directed learning.

Understanding effective digital strategies for self-directed learning in remote ODeL environments is critical for expanding access to education and ensuring quality outcomes. This research highlights the importance of leveraging technology and pedagogical theories to support learners in geographically dispersed settings, which can inform policy and investment decisions in educational infrastructure and program design.

The study aimed to explore digital teaching and learning strategies that enhance self-directed learning in remote Open and Distance eLearning (ODeL) settings.

Forward consideration, not a verified fact.