Open and Distance Learning (ODL) has transformed itself to become virtual with minimal or even no physical tutor student contact as academics create learning platforms, mark assignments and even supervise dissertations and thesis online. The Zimbabwe Open University (ZOU) has undergone a lot of transformation since becoming a fully pledged university in 1999. ZOU started with class contact (face to face with tutor) and use of modules but has made great strides towards full use of Electronic learning (e-learning) in line with contemporary global practices in ODL. The study used a survey design and was largely quantitative. A structured questionnaire was used to collect data. The study established that the majority of academics’ workload had increased as the transition phase was taking longer than expected. A lot of administrative work coupled with inadequate training to effectively use the ZOU My Vista software learning platform, pressure emanating from doctorate degree studies by most academics, the need to undertake research and publish research papers as well as implementing a demanding quality assurance system, were all straining academics. On a positive note, use of e-learning has expedited feedback and communication to students and it is also very convenient to them as they no longer have to travel long distances or queue at regional campuses to see the Regional programme coordinators. The study recommended that more training on e-learning and availability of more accessible infrastructure namely computers and relevant software, would capacitate both academics and students. There is also an urgent need to bring Part time tutors on board who are the majority but currently left out of this e-learning drive, so that there is a strong learning culture at ZOU for improved service delivery.
Delivery mode, electronic learning, open and distance learning, quality learning, transformation, sustainable development
