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Distance Education Examination Management in a Lowly Resourced North-Eastern Region of Zambia: A Phenomenological Approach
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Open Praxis Volume 9, Number 3, ISSN 1369-9997 e-ISSN 1369-9997 Publisher: International Council for Open and Distance Education

Abstract

This paper focuses on the management of distance education examination in a lowly resourced North-Eastern region of Zambia. The study applies Hermeneutic Phenomenology approach to generate and make sense of the data. It is the lived experiences of 2 invigilators and 66 students purposively selected that the study draws its insights from. Meaning within the generated data is elicited using the Chaos theory. Emerging from this study is a multiplicity of ingredients needed to effectively manage distance education examinations in a chaotic environment. The need for visionary leadership with a shared understanding of institutional purpose, the need for motivated staff with creativity and innovation and the need for effective communication are all vital ingredients needed to manage examinations. In conclusion, we now know that amidst chaos lay opportunities for innovation and creativity in terms of new strategies for managing distance education. To this extent, chaos should be treasured and not censured.

Citation

Simui, F., Chibale, H. & Namangala, B. (2017). Distance Education Examination Management in a Lowly Resourced North-Eastern Region of Zambia: A Phenomenological Approach. Open Praxis, 9(3), 299-312. International Council for Open and Distance Education. Retrieved January 23, 2020 from .

This record was imported from OpenPraxis on September 27, 2017. [Original Record]

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