The perceptions of geography and environmental studies students in Zimbabwe Open University (Midlands Region) on the use of assignments as teaching tools in open and distance learning

Assignments are a critical component in the Zimbabwe Open University where they are used as teaching tools. Assignments complement print-based courses otherwise known as modules within ZOU, face-to-face tutorials, telephone tuition and electronic tuition. This case study in the Midlands Region wanted to establish whether assignments are being utilised to meet their role in the open and distance learning. The study which was a triangulation of both quantitative and qualitative techniques utilised questionnaire, interviews and observations to collect data. It was established that assignments are very important to the Geography students. They assist them in preparing for their examinations. They engage students in research as they search for information. It was observed that the turnaround time for assignments was not always good. Some markers delayed in giving the marked assignments back to students. In some cases they did not make meaningful feedback and this did not assist students in their learning. Students were at times involved in malpractices such as plagiarism and deception. The study recommends that for assignments to be useful as learning tools markers need to make interactive comments on them. The students should receive marked assignment early enough so that they attend to their errors before they embark on the next assignment or write their final examinations. Students are encouraged to desist from malpractices such as plagiarism and work in an honest manner to produce their own assignments.