Students’ Perceptions of Programme Coordinators’ Academic Support Roles in Open and Distance Learning: Evidence from the Open University of Tanzania

Abstract

This study examined students’ perceptions of programme coordinators’ academic support roles at the Open University of Tanzania. Guided by Transactional Distance Theory, it focused on students’ awareness of coordinators’ responsibilities and their perceived communication effectiveness. A cross-sectional quantitative design was employed, involving 130 students from four regional centres. Data were collected using a structured five-point Likert scale questionnaire. Analysis incorporated descriptive statistics, correlation analysis, MANOVA, and univariate ANOVA. Findings revealed overall moderate levels of awareness and communication effectiveness among students. Postgraduate students reported the highest levels, followed by undergraduates, while non-degree students recorded the lowest mean scores. These differences indicate that perceptions vary significantly by academic level. The study recommends strengthening structured dialogue, proactive communication, and targeted support for less experienced students to reduce transactional distance and enhance academic integration in ODL environments.