Face-to-Face Tutorials for Distance Learners in Zimbabwe

Abstract

This study was conducted to examine the students’ perceptions towards their face-to-face tutorials at Zimbabwe Open University (ZOU). The research adopted a descriptive survey design and a conveniently selected sample of 107 subjects. Questionnaires were used to gather the data. The students described their tutors as knowledgeable and able to handle adult learners appropriately. Tutors were effectively conducting face-to-face tutorials, being able to clarify major concepts, create conducive learning environments, motivating students and promoting active interaction, and were handling the adult learners appropriately. Students always attended the face-to-face tutorials because they viewed them as beneficial and critical for preparing them for examinations and assisting them with writing assignments. However, findings showed that some tutors, with inadequate preparation for the tutorials, ended up reading modules to students during the face-to-face tutorials. Some other tutors were keenly producing their own handouts and additional learning materials for their students. Among suggestions, findings from this study recommends that tutors be more adequately prepared for tutorials and desist from reading modules to students. It was also recommended that tutors be encouraged more to make efforts to produce useful and much appreciated additional learning materials to assist their students.