Nyarai et al
Greener Journal of Educational Research Vol. 3 (4), pp. 191-199, June 2013
ISSN: 2276-7789 © 2011 Greener Journals
Manuscript Number: 051413609
Increasing Interaction by Integrating Short Messaging Services (Smss) into the Virtual Open and Distant Learning (VODL) Teacher Education Programme: A Case of Bindura University in Zimbabwe
*1Tunjera Nyarai, 2Mukabeta Tarirayi, 3Zivanai Joyce
*1Faculty of Science Education, 2Faculty of Science, 3Faculty of Science Education.
Distance teaching and learning
in most developing countries have met with high dropout (Kamau,
2001), because of lack of support, limited interaction &
engagement and collaborations amongst distance learners.
Most distance learners are scattered in very remote and poor
areas and accessing high tech learning intervention is a
challenge to the majority. These researchers explored the
use of Short Messaging System (SMS), for Bindura University
of Science (BUSE)’s Virtual Open and Distance Learning (VODL),
student teachers’ programme. Interview guides and
questionnaires were used to collect data. SMS is ‘anytime
and anywhere’, convenient, affordable and accessible. SMS is
cheaper and accessible to almost all distance student
teachers. It offers more affordances because the students
own mobile phones and have the SMS facility. Distance
student teachers raised concerns on the storage of spaces in
messages received and sent. The distance student teachers
applauded the SMS intervention.
Keywords: Short Messaging System (SMS), Distance learners, Constructivist theory, Interaction-engagement, Virtual Open and Distance learning.