AbstractsEducation Research & Administration

The study sought to analyse the expectations and perceptions of students towards the quality of service delivered through Open and Distance Learning (ODL). The study focused on learners at the Zimbabwe Open University (ZOU). The Zimbabwe Open University has, since 2008, been facing several challenges which, if not properly addressed, threatened the acceptability of qualifications acquired through Open and Distance Learning and consequently the survival of the University. This study sought to assess the expectations and perceptions of the students towards the quality of service delivered through Open and Distance Learning. This study employed the case study research design which falls within the qualitative research methodology. The sample of 330 students was selected through cluster sampling of the ten Regional Centres of the Zimbabwe Open University. The respondents were selected through convenience sampling. Data generation was done through a questionnaire survey, focus group discussions and observation Several findings emerged from the study. The study revealed that ODL students had specific and unique characteristics and needs which influenced their service expectations and perceptions. The ODL learner in Zimbabwe was generally described as an adult above the age of 20 years who enrolls after attaining a Diploma qualification. The study also established that 60% of ODL learners were married and this marital status had several implications in terms of the need of learners to live in proximity with families. This therefore, points to the importance of accessible Regional Centres in Open and Distance Education. ODL learners therefore, are less prepared to migrate for reasons of pursuing education because of family commitments and employment. With regard to service perceptions and expectations towards the quality of service delivered through ODL, this study revealed that the Zimbabwe Open University was working very hard to become a world class ODL institution. The University was working towards ISO 9001 certification and was already at advanced stages. There was however, a significant gap in service quality as the scores for perceived service was lower than the scores for expected service. The students expected the institution’s service quality levels to be at about [8/10] but the perceived service levels were rated at [5.5/10] giving an overall institutional service quality gap of [-2.5/10]. The institution’s level of service quality was in many respects less than what the students expected. Service quality was analysed according to the five dimensions proposed by Parasuraman, Zeithaml and Berry (1985). This study revealed that students ranked service quality in line with these dimensions as follows:  Assurance came out as the most important service dimension to ODL learners.  Reliability came second,  Empathy and responsiveness came as third and fourth respectively and  Tangibility came last. The study concluded that although the Zimbabwe Open University was doing much in improving service quality as evidenced…