Prospects and Challenges at the Open University of Tanzania: Experience from the Field

Authors

  • Raymond Mutasingwa Bitegeko
  • Elinami Swai

DOI:

https://doi.org/10.61538/jipe.v4i2.224

Abstract

While effective and balanced teaching and support systems have been pointed as among the contributors to the success at Open and Distance Learning (ODL) institutions and necessary conditions for learners‟ retention at ODL, practitioners at Open University of Tanzania seem to ignore this balance. As we are celebrating the 20 years of Open University of Tanzania existence, there is a need to stop and assess how we are faring on. This paper presents the finding of the opportunities of ODL and challenges facing distance learners at the Open University of Tanzania based in Kagera Region. These opportunities, challenges and some suggestions to rectify the situation are brought to view as eye openers for the OUT to gain insights and move forward while making informed decisions on how to capture the opportunities while minimizing the challenges that its students face as they pursue their course of studies.

Author Biographies

Raymond Mutasingwa Bitegeko

University of Dodoma, College of Education

Elinami Swai

The open University of Tanzania, Faculty of Education

References

Allen, I.E., and Seaman, J.(2010). Making the grade: Online education in the United States .MA: SloanConsortium. Needham,

Basaza,N., Milman, B. & Wright, C.R. (2010) .The challenges of implementing distance education in Uganda: A Case Study. International Review of Research in Open and Distance Learning, 11(2).

Bhalalusesa, E. (1999). What Retain students in the programme? Reflection from the

Open University of Tanzania. A Journal of Faculty of Education University of Dar es salaam. 20, 95-109

Brien, S. J. (1992). The adult professional as graduate student: A case study in university. Dissertation abstract international,53,07A.

Carnwell, R. (2000). Pedagogical implications of approaches to study in distance learning: Developing models through qualitative and quantitative analysis, Journal of Advanced Nursing, 31(5), 1018–1028.

Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education, 46(23), 47-61.

Carroll, J.S. (2008 ). Factors affecting the retention and progression of postgraduate business distance education students. An exploratory Case study. Queensland: University of South Queensland.

Creswell, J.W . (2002). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.

Cross, K.P. (1981). Adults as learners. San Francisco: Jossey-Bass

Daniel, J. (2005). Open and Distance Learning in Africa.15CCEM Mid-Term.

Educational Media International, 39(1), 17–22.

Fozdar, B., Kumar, S. A., & Kannan, S. (2006). A Survey of study on the reasons responsible for student drop-out from the Bachelor of Science programme at Indira Gandhi National Open University: IGNOU Press.

Garland, M. (1993). Ethnography penetrates the “I didn‟t have time†rationale to elucidate higher order reason for distance education withdrawal. Research in Distance Education, 8(2), 181-198.

Hara, N., & Kling, R. (2003). Students' distress with a web-based distance education course: An ethnographic study of participants' experiences. Turkish Online Journal of Distance Education, 4(2), 557-579.

Juutinen, S., & Saariluoma, P. (2006). Some emotional obstacles of e-learning, digital learning .India.New Delhi: IGNOU press.

Keengan, D. (1996). Faundation of distance education (3rd.ed). London: Rutledge

Leedy, P. D., & Ormrod, J. E. (2005). Practical Research: Planning and Design (8th ed.). Upper Saddle River, NJ: Prentice Hall.

Mbukusa, N.R. (2009). Barriers to rural remote students‟ access of distance education supports services offered by the centre for External studies at the University of Namibia. Pretoria: University of South Africa.

McIsaac, M. S. (1993). Economic, political, and social considerations in the use of global computer-based distance education. Cresskill, NJ: Hampton Press, Inc.

Mossberger, K., Tolbert, C. & Stansbury, M. (2003). Virtual inequality: Beyond the digital divide. Washington, D. C.: Georgetown University Press. Mushi, P .S.D. (2001). Prospects of combining residential and distance mode of university education in Tanzania. In UTAFI (News Series Special Issue, 41, 221-255.

Nash, R. (2005). Course completion rates among distance learners: Identifying possible methods to improve retention. Online Journal of Distance Learning Administration, 8(4)

OUT. (2011). Report of institutional self assessment and evaluation. Submitted to Tanzania Commission for Universities. Dar es salaam: Open University of Tanzania.

Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.

Perryer, G. Johan, K.C, & Pens,C.K, .(2004). Development and evaluation of standalone web –based courses. A case study. London: Eur Educ.

Pierrakeas, C., Xenos, M., Panagiotakopoulos, C., & Vergidis, D. (2004). A comparative study of drop-out rates and causes for two different distance education courses. International Review of Research in Open and Distance Learning, 5 (2), 23-37 Pityana, B.N. (2004). Open distance learning in Africa: Access, quality and success.

South Africa: UNISA.

Rao, K., & Giuli,S. (2010). Reaching REMOTE learners: Successes and challenges for students in an online graduate degree program in the Pacific Islands. ICT for development network. Retrieved 21 September 2011 from http://www. comminit.com/?q=ict-4-development/node/321437

Rourke, L., & Anderson M. (2004). A content analysis of the journal of distance education 1986-2001. Journal of Distance Education, 17(1), 63-74.

Saint, W. (1999). Tertiary distance education and technology in Sub-Saharan Africa.

Washington DC: The World Bank: ADEA Working group on higher education.

Senanayake, S., & Dadigamuwa, P.R. (2005). Factors affecting on student unsuccessfulness in engineering programmes in distance education. Nawala, Sri Lanka; Open University of Sri Lanka.

Tresman, S. (2002). Towards a strategy for improved student retention in programme of open, distance education: A case study from the Open University U.K. International Review of Research in open and Distance Learning, 3(1).

Retrieved 12 September 2011 from: http://www.irrodl.org/index.php/irrodl/ article/view/75/145

Zirnkle, C. (2004). Utilization of distance education in two-year colleges: Implications for technical education: American Technical Education Association.

Downloads

Published

2012-12-04