myvista assignments 2022

Zimbabwe Open University Modules Details

Zimbabwe Open University Modules Details –  See Details of Zimbabwe Open University Modules

LEARNING MATERIALS

Modules, assignments and tutorial letters can be accessed on the ZOU e-learning platform, myVista on the following link; www.myvista.zou . ac . zw/portal.

ASSIGNMENTS

Students are required to submit two (2) assignments per course per semester. In some Faculties, students are required to write an in-class test in lieu of the 2nd assignment.

Tutorials for Virtual Campus Students are done online through myVista e-learning platform. On myVista, interaction can be; student with student, tutor with student and student with content. In addition, interaction with tutors also explores other channels such as: facebook chats, google talk, skype just to mention a few.

EXAMINATIONS

Students studying though the Virtual Regional Campus sit for examinations in their countries of residence. The University engages reputable Colleges and Universities in the student’s area of residence to proctor examinations.

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• Communication Systems
• Engineering
• Communication Engineering
• Optical Engineering
• E-Communications

The use of Zimbabwe Open University’s MyVista platform in e-communication, accessing and uploading learning materials, and assessing students’ work

• January 2019

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use of ZOU MyVISTA article 2019.pdf

2019, Use MyVista of ZOU

Zimbabwe Open University (ZOU) has come up with the technology platform known as MyVista which can be used to fulfil teaching and learning activities online. However, it appeared that when the MyVista platform became fully operational from 2017, both students and staff members faced a lot of challenges. To investigate these challenges, this study employed a qualitative survey with 30 students and 14 staff members of the Midlands Regional Campus, both groups conveniently chosen and asked to respond to a questaview. Findings showed that students had challenges in using the MyVista platform to register, to ecommunicate with other students and lecturers due to limited resources, due to poor network and due to lecturers not responding to their messages. They also said they needed a lot of constant training, among other things. Lecturers said students often sent wrong assignments, some without links and some which could not open. They also said they needed training on marking and grading assignments, and needed fast and reliable computers with anti-glare screens. The study recommends that ZOU needs to put in place adequate e-learning policies and procedures, adequate computers for the students and make them fast and accessible at all times. ZOU should be innovative by upgrading the ICT materials and the MyVista platform and train all students and staff in the proper use of the ICT facilities, inter alia. There is need to also carry out a similar study in other regional campuses of ZOU. Keywords: STEM innovation, MyVista platform, e-communication, accessing learning materials, uploading

Related Papers

Judith Tafangombe

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING, MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

Professor Gabriel Kabanda , Tanunurwa W Mangava

's Virtual Region graduates.' This study was informed by the pragmatist philosophy and used the sequential exploratory approach. From a population of 50 virtual region graduates in 2022, 16 were sampled for this study. Findings were that using ICT for ZOU's online-communication was uncomplicated. Half the graduates used their laptops for elearning while the other half used other means. Most students indicated that lack of robust ICT-infrastructure led to students' inability to access learning materials. 50% of the students indicated that ZOU's responses online was slow. All graduates indicated that ZOU online tutorials were unavailable. Most graduates' lives/careers/businesses improved after the attainment of ZOU's virtual-qualification. All graduates were willing to recommend studies with ZOU's Virtual region. They rated ZOU as most-convenient. Challenges graduates faced included unavailable online-tutorials, computer-illiteracy, inadequate tools, unwillingness to change, lack of expertise, software problems, internet-connectivity, lack of robust ICT-infrastructure and administration challenges. Recommendations were that Government should supply free e-learning resources and training, timemanagement and attitude-change training programmes to enable prospects to use and access ICT easier. Band with had to be increased, e-tutorials to be functional and communication improved by ZOU's administration to allow full utilisation of ICT for learning purposes by students. Graduates needed hands-on skills to overcome e-learning challenges.

Douglas Gasva

Original Research Article The current study adopted the qualitative research methodology and descriptive research design. The target population of the study was composed of registered students enrolled at Matabeleland North Regional Campus of the Zimbabwe Open University during the January to June semester of 2018. Convenient sampling was used to come up with a sample of 30 (n=30) undergraduate students and Interviews were utilized as the research technique for the purposes of generating data from the participants. The gathered data was presented in prose form and the major findings of the study were that most of the students enjoyed the multiple benefits of using MyVista as it generally enhanced their studies. However, a number of students within the area under study lacked ICT skills considering that most of them came from predominantly rural areas where access to ICT is generally limited. In addition, there were limited ICT resources particularly computers connected to Internet a...

Tichaona Mapolisa

ASTRACT The study sought to examine the Zimbabwe Open University's (ZOU) Bachelor of Educational Management Students' attitudes on the use of ICT in their studies. Qualitative research paradigm anchored the study because of its usefulness of facilitating data gathering from human subjects. It was a case study of five regional centers of the Zimbabwe Open University (ZOU). This case study called for a high level of commitment with research participants whose experiences researchers were trying to investigate. The study could bring to the fore the new knowledge about ODL students' attitudes towards the use of ICT in their studies so that ODL policy makers could take the necessary courses of action to correct situations that let down the quality of education their universities offer. In terms of theory, this study was guided by the critical theory. In their open responses, participants indicated the following issues as themes that portray positive attitudes of the ZOU's Bachelor of student on the use of ICT in their studies.

IJAR Indexing

The worldwide proliferation of electronic information and communication technologies (ICT) is linked to the unprecedented opportunities for synchronous and asynchronous teaching and learning. In Zimbabwe, universities and colleges have turned to the use of ICT, typically known as eLearning, to complement teacher led instruction on campus. For that reason, colleges and universities in this country have become traditional users of ICT in teaching and learning. In the context of Zimbabwe, by January 2014about 40 % (5.2 million) of the country " s population became Internet users. This compares with 15.7 % (1.95 million) in 2011, and 0.4 % (. 052 million) in the year 2000.In spite of the rapid increase in the population of Internet usersin Zimbabwe, research shows that online learning adoption has not reached its full potential. To shed light on the question on how farZimbabwe as a country has come towards a position of optimizing the use of ICT in the provision of education in the nontraditional areas, this studyutilized technology and socialchange as a theoretical approach within which qualitative data were collected through interviews, a focus group, andcontent analyses of existing documents to explain, clarify and summarize the positive forces and limitations to the use of online education. The study aimed at gaining a better understanding of the role ICT plays in improving access to quality education in the primary and secondary schools, and for professional development, and human capacity building in a developing country such as Zimbabwe. Data from the study showed that even in a declining economic climate in Zimbabwe, professional development continues to take place through the use of ICT. Effort from the private sector and government is being made to harness the power of technology in teaching and learning in primary and secondary schools too. The government of Zimbabwe, believing in the promise of education, that education contributes towards social and national economic development, has adopted an aggressive policy in support of the use of online learning.However, sufficient capital outlays are not being invested in creating an enabling environment and infrastructure needed for a real national take off in the use of ICT in teaching and learning in Zimbabwe.

The worldwide proliferation of electronic information and communication technologies (ICT) is linked to the unprecedented opportunities for synchronous and asynchronous teaching and learning. In Zimbabwe, universities and colleges have turned to the use of ICT, typically known as eLearning, to complement teacher led instruction on campus. For that reason, colleges and universities in this country have become traditional users of ICT in teaching and learning. In the context of Zimbabwe, by January 2014,about 40 % (5.2 million) of the country’s population became Internet users. This compares with 15.7 % (1.95 million) in 2011, and 0.4 % (. 052 million) in the year 2000.In spite of the rapid increase in the population of Internet usersin Zimbabwe, research shows that online learning adoption has not reached its full potential. To shed light on the question on how farZimbabwe as a country has come towards a position of optimizing the use of ICT in the provision of education in the nontraditional areas, this studyutilized technology and socialchange as a theoretical approach within which qualitative data were collected through interviews, a focus group, andcontent analyses of existing documents to explain, clarify and summarize the positive forces and limitations to the use of online education. The study aimed at gaining a better understanding of the role ICT plays in improving access to quality education in the primary and secondary schools, and for professional development, and human capacity building in a developing country such as Zimbabwe. Data from the study showed that even in a declining economic climate in Zimbabwe, professional development continues to take place through the use of ICT. Effort from the private sector and government is being made to harness the power of technology in teaching and learning in primary and secondary schools too. The government of Zimbabwe, believing in the promise of education, that education contributes towards social and national economic development, has adopted an aggressive policy in support of the use of online learning.However, sufficient capital outlays are not being invested in creating an enabling environment and infrastructure needed for a real national take off in the use of ICT in teaching and learning in Zimbabwe.

Ntando Nkomo

Tinotenda M Muringani

Stanislas Bigirimana , nelson jagero

Lennah Etyang

Due to the affordability, ease of use and availability of mobile devices, many students in the Kenyan Universities have acquired at least a smart Phone or a tablet. Despite e-learning having been implemented in most Kenyan universities, there are no Mobile Applications to enhance student’s usage of a mobile phone to access their learning materials at any place and anytime. This will be possible if they take advantage of the opportunity provided by the Mobile Technology. The aim of this project is to develop a hybrid Application that will be able to connect all students from various universities. The app will hold useful information for the Students to access in order to accelerate their learning opportunities and their overall wellbeing. Since Technology and education don’t have to be kept separate, combining interactive technology with educational materials has been proven to help accelerate learning and promote more innovative methods of retention than just a simple textbook.

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