Digital teaching and learning strategies for enhancing self-directed learning in remote ODeL environments: evidence from Zimbabwe Open University

This study explored effective digital teaching and learning strategies for promoting self-directed learning in Open and Distance eLearning (ODeL) in remote areas using Zimbabwe Open University as a case study. The study was grounded in Knowles’ Self-Directed Learning Theory and Social Constructivism associated with Lev Vygotsky. A qualitative instrumental case study design was employed to gain an in-depth understanding of digital teaching and learning strategies that support self-directed learning among students in remote ODeL environments. Data were generated through semi-structured interviews with seven lecturers and one quality assurance coordinator, as well as focus group discussions with fourteen students. The data were analysed using Braun and Clarke's six-phase thematic analysis approach. The findings revealed four major digital teaching and learning strategies that promote self-directed learning in remote ODeL contexts: asynchronous digital learning strategies, structured learning management systems (LMS)-based learning strategies, digital self-regulation and assessment strategies, and interactive and collaborative digital strategies. The study found that these strategies enhanced learner autonomy, flexibility, engagement, independent study habits, and continuous access to learning support despite geographical limitations. However, the effectiveness of these strategies was affected by challenges such as limited internet connectivity, inadequate digital devices, low digital literacy levels and infrastructural constraints in remote areas. The study concludes that effective integration of digital teaching and learning strategies can significantly strengthen self-directed learning in ODeL environments, if institutions invest in appropriate digital infrastructure, learner support systems, and digital literacy development. The study recommends that ODeL institutions adopt inclusive and content-sensitive digital learning strategies that address the realities of students in remote areas.