Project and Field Work Report Writing: “Bridging the Gap†into ODL Students’ Challenges
DOI:
https://doi.org/10.61538/jipe.v8i1.178Abstract
The study identified the challenges facing the ODL Undergraduate students in doing and writing their special projects and field work under ODL mode of teaching and learning. Data were collected though formal meetings, mobile phones and documentary survey. The quantitative data were analyzed using the Scientific Package for Social Sciences (SPSS Ver. 20). The qualitative data were analyzed though content analysis of the responses. The results revealed English language problems, financial constraints and the low internet connectivity environments ranged (70%); Poor writing and ICT skills; lack of enough cooperation from supervisor; too many responsibilities (60%). Long distance and bad roads environments for rural students, bureaucracy to get data and tips environments ranged (50%). Lack of permission from employers, electricity cut-outs problems and complicated log book/field/supervised reading instructions ranged (30%); lack of field work experts; scarcity of library reference books; lack of mates to discuss and share experiences for rural students environments ranged (20%). It is recommended to include English proficiency test in ODL mode; ICT and writing skills be integrated in all academic courses and programmes for first year undergraduate students. Supervisors establish good rapport with their students, likewise for the students and proper financial and time managements. Reduce environmental distance; decentralize the Regional centers to District level in ODL mode. Employers grant permission to employees to go to field for data collection. Instructions in log books be short, simple and clear for students and field experts to comprehend. Train students on technical aspects of conducting special projects and field work. Conduct workshops on research supervision skills and writing guidelines for supervisors and students. Motivate supervisors & students to present their research papers to local and international conferences to get exposure and polish out their research skills.References
Anderson, C. Day, K. and MacLaughlin, P. (2006) ‘Mastering the Dissertation: Lecturers’
Representations of the Purposes and Processes at Masters Level Dissertation Supervision’. Studies in Higher Education. Vol.31, No.2, pp.20.
Bjork L. (2003). Text Types, Textual Consciousness and Academic Writing Ability in Bjork L et al (eds) Teaching Academic Writing in European Higher Education Dordrecht, Netherlands: Kluwer Academic Publishers.
Brauer G. (2003). Centres for Writing and Reading – Bridging the Gap between University and School Education in Bjork L et al (eds) Teaching Academic Writing in European Higher Education Dordrecht, Netherlands: Kluwer Academic Publishers.
Brookfield S. D. (2005). The Power of Critical Theory: Liberating Adult Learning and Teaching Berks: OUP.
Cresswell, V.W. (2003). Qualitative Inquiry and Research Design Choosing among Five Traditions. New York: Continuum.
Gbenoba, E. F. (2012). A quest for increased interactivity in the print instructional resources of ODL institutions in Africa: Writing the study units of NOUN print course materials. HURIA Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp. 139.
Gidado, A.S., Tenebe, V. A. and Garba, N. L. (2012). Access to Information and Communication Technologies (ICTs) in Selected Villages of Bauchi Local Government Area. Challenge to E-Learning and use of Open Educational Resources (OERs) in Rural areas of Nigeria. HURIA Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp. 387.
Hart Research Associates (2013). IT TAKES MORE THAN A MAJOR: Employer Priorities for
College Learning and Student Success. An Online Survey Among Employers Conducted On Behalf Of: The Association Of American Colleges And Universities. New York, Washngton, DC. https//www.oerafrica.za.http://www.col.org/PublicationDocuments/Basic-Guide-ToOER.pdf. https://wiki.creativecommons.org. http://www.selfgrowth.com/articles/common-challenges-in-writing-a-research-paper
https://www.heacademy.ac.uk/.../e3_writing_project.pdf
Kalwani, J. D. and Haule, C.B.M. (2012). The Challenges Facing Distance in Undergraduate Geography Field Practicals: The Case of the Open University of Tanzania Students. HURIA Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp. 336.
Kabanda, G. (2012).The Impact of ICTs Diffusion on MDGs and Baroclinic Digital Learning Environments in East and Southern Africa. HURIA Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp. 148.
Kurasha, Primrose, Chabaya Alexander R. and Chiome Chrispin (2012). Student Support: the engine of attaining and sustaining quality in the Zimbabwe Open University. HURIA Journal of the Open University of Tanzania. Vol. 13, OUT 20th Anniversary, pp. 293.
Lea M. (2006). Writing in Today’s University Education Developments Issue Vol.7:4 pp.1- 4.
Mapolisa, T. and Mafa, O. (2013). Challenges being experienced by Undergraduate Students in conducting research in Open and Distance Learning. International Journal of Asian Social Science available at http://www.aessweb.com/journal 2012, Vol. 2, issue 10, pages 1672-1684 (Accessed 20th October, 2014).
Mbwiliza, F. J. and Kilungu, H. (2012). Bridging the gap between Researchers, Policymakers and end-users through Open and Distance Learning: Experience at the Open University of Tanzania. HURIA Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp. 285.
Moon J. (2008). Critical Thinking: An Exploration of Theory and Practice Oxon: Routledge.
Moon J. (2005). We Seek it Here… A New Perspective on the Elusive Activity of Critical Thinking: A Theoretical Approach Bristol: ESCalate Discussions in Education Series.
Morrison-Saunders, A. (2015). Writing about writing in higher education: Modelling good practices. In Teaching and learning uncapped. Proceedings of the 24th Annual Teaching Learning Forum, 29-30 January 2015. Perth: The University of Western Australia. http://ctl.curtin.edu.au/events/conferences/tlf/tlf2015/refereed/morrison-saunders.pdf
Mushi, M. and Ruhwanya, Z. (2012). The potential of Open Educational Resources (OERs) in Higher Education Curricullum and Course Materials Development. Huria Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp. 15.
Newman M. (2007 17 March). Appalling Writing Skills Drive Tutors to Seek Help, Times Higher Education Supplement.
Ngaruko, D. D., Saria, J. A. and Jiwaji, N.T. (2012). Performance Determinants in Physical Sciences for ODL Undergraduate Students: The case of the Open University of Tanzania. HURIA Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp.310.
Pearce, L. (2005). How to Examine a Thesis. New York Society for Research into Higher Education and Open University. Washington DC.
Kurasha, Primrose, Chabaya Alexander R. and Chiome Chrispin (2012). Student Support: the engine of attaining and sustaining quality in the Zimbabwe Open University. HURIA Journal of the Open University of Tanzania. Vol. 13, OUT 20th Anniversary, pp. 293.
Quinn J. et al. (2005). From Life Crisis to Lifelong Learning: Rethinking Working Class ‘DropOu’t from Highher Education, Joseph Rowntree Foundation
Available from: http://www.ulster.ac.uk/star/resources/quinn_thomas_et_all.pdf (Accessed 20th October, 2014).
Ronol, K. Thomas and Barasa, S. Fred ACDE (2012). Integrating Indigenous Knowledge in Adult Environmental Education through the ODL Strategies for Sustainable Conservation of Mau Forest, Kenya; The Ogiek Experience. HURIA Journal of the Open University of Tanzania, Vol. 13, OUT 20th Anniversary, pp.373.
Russell D. A. (2003). Preface in Bjork L. et al (eds) Teaching Academic Writing in European Higher Education Dordrecht, Netherlands: Kluwer Academic Publishers.
Simpassa, H. J. M. (2008). English OFC 007: English for Foundation Course. Faculty of Arts and Social Sciences. The Open University of Tanzania, Dar es Salaam, Tanzania.
Susan Lea and Derry Corey, (2009). The Writing Project: ‘Bridging the Gap’ into Undergraduate Study. University College Plymouth St Mark & St John, Britain, UK. Available from: https://www.heacademy.ac.uk/sites/default/files/e3_writing_project.pd (Accessed 20th October, 2014).
Theaker A. (2008). Motivating Students to Write Well. Asia Pacific Public Relations Journal Vol. 8: 77-90.
ZOU (2013). Factors that affect students’ progress and the completion rate in the research project: A case study of research students and their supervisors at the Zimbabwe Open University
