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Self-Directed Learning and Adaptability: Insights from Zimbabwe Open University During Covid-19
Abstract
This study explored the role of self-directed learning in ensuring student success during COVID19 pandemic with a view to enhance Zimbabwe Open University’s capacity to support students in future crises. A qualitative, instrumental case study design was employed, using in-depth interviews and focus group discussions. Seven lectures, seven students and one quality assurance coordinator were purposively sampled. Self-directed Learning Theory was used as a framework to understand how this approach fostered adaptability. Findings revealed that self-directed learning enabled continuity, flexibility, personal growth, and supported students’ well-being. It also facilitated access to resources and proved cost-effective. These insights may be relevant for ODeL institutions globally. The study recommends integrating SDL into teacher education curricula.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 0759
Country
Zimbabwe
Region
Africa
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Adobe PDF, 294.32 KB
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Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)