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.

Why it matters

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.

Key insights

• The study aimed to explore digital teaching and learning strategies that enhance self-directed learning in remote Open and Distance eLearning (ODeL) settings.
• Zimbabwe Open University served as the case study for this investigation.
• Theoretical underpinnings included Knowles’ Self-Directed Learning Theory and Vygotsky’s Social Constructivism.
• A qualitative instrumental case study design was utilized to gain in-depth understanding.
• Data collection involved semi-structured interviews with seven lecturers and one quality assurance coordinator.
• Focus group discussions were conducted with fourteen students.
• Data analysis was performed using Braun and Clarke's six-phase thematic analysis approach.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1899037