Open and distance learning – Journal of Research Innovation and Implications in Education https://www.jriiejournal.com Thu, 04 Nov 2021 10:13:31 +0000 en-US hourly 1 https://wordpress.org/?v=6.9.1 https://www.jriiejournal.com/wp-content/uploads/2019/02/cropped-JRIIE-LOGO-1-32x32.jpg Open and distance learning – Journal of Research Innovation and Implications in Education https://www.jriiejournal.com 32 32 194867206 Adequate Organisation of Tutoring Sessions as an Effective Tool for Student Support in Open and Distance Learning: The Experience of the Open University of Tanzania https://www.jriiejournal.com/adequate-organisation-of-tutoring-sessions-as-an-effective-tool-for-student-support-in-open-and-distance-learning-the-experience-of-the-open-university-of-tanzania/?utm_source=rss&utm_medium=rss&utm_campaign=adequate-organisation-of-tutoring-sessions-as-an-effective-tool-for-student-support-in-open-and-distance-learning-the-experience-of-the-open-university-of-tanzania Thu, 04 Nov 2021 10:09:11 +0000 https://jriiejournal.com/?p=1668 Read More Read More

]]> Janeth O. Jonas – Department of Adult and Distance Education, the Open University of Tanzania
Janeth E. Kigobe – Department of Curriculum and Instruction, the Open University of Tanzania

E-mail: janeth.jonas@out.ac.tz; janeth.kigobe@out.ac.tz

Abstract: This study attempted to examine students’ opinions on the practices of different tutoring modes available at the Open University of Tanzania (OUT). The necessity of this study was based on the ground that adequate organisation and management of tutoring sessions in ODL settings, determines the degree of support services provided to students. Four variables that in the study’s case were coined as ‘tutoring modes’, were involved, which included orientation, face-to-face, online facilitation and tutor’s written comments on students written assignments. The study was guided by social constructivist theory (SCT); whereby convergent mixed methods design, which allows simultaneous data collection, analysis and interpretation was adopted. Data were collected from 270 undergraduate students from eight selected regional centres of OUT and one personnel from Deputy Vice-Chancellor-Regional Services and Learning Technologies (DVC-RS-LT) office through questionnaire, focus group discussion and individual interview. The findings revealed that the management and organisation of tutoring support sessions faced some challenges; and hence, these challenges led to ineffectiveness in their ability to assist students to learn. It was recommended that the arrangements and organisation of the tutoring sessions needed some realisation so as to help students to have smooth transition and adjustments into the learning process. The study suggests that tutoring services provided through a variety of tutoring modes at OUT need to be well-planned, well-organised and well-managed to enable these tutoring modes to meet the expectations of students.

]]> 1668 Reconstructing Communities through Integrated Adult Education: Theoretical and Practical Aspects of Life-Work-Learning Connections from ODL in Tanzania https://www.jriiejournal.com/reconstructing-communities-through-integrated-adult-education-theoretical-and-practical-aspects-of-life-work-learning-connections-from-odl-in-tanzania/?utm_source=rss&utm_medium=rss&utm_campaign=reconstructing-communities-through-integrated-adult-education-theoretical-and-practical-aspects-of-life-work-learning-connections-from-odl-in-tanzania Fri, 24 Apr 2020 07:14:14 +0000 http://jriie.com/?p=774 Read More Read More

]]> Dr. Newton Kyando – The Open University of Tanzania
Email: nkyando@gmail.com; newton.kyando@out.ac.tz

Received January 30, 2020; Reviewed April 17, 2020; Accepted April 23, 2020

Abstract: This paper focused on assessing perceptions and experiences adult learners as students at the Open University of Tanzania (OUT). This study was qualitatively designed. The study employed documentary analysis followed by interviews as research methods, influenced by an interpretive theory. Documents subjected to this study were mainly the face to face report from regional centres across the country. 15 Face to face reports as documents were purposefully selected from a list of 30 reports submitted. Findings indicate that, the motives of the adult learners and experiences in ODL as adult education pathway had issue categorised as pre-admission on one hand and post-admission issues on the other. Pre-admission issues are seen as pull factors for adult learners to embark into Open and Distance Learning as opposed to conventional systems. Issues were listed as:entry point and admission assurance, job security, flexibility of studies and affordability while post admission issues are comparability,work-study association, Support technologies, experience and training in one pack, confirmation of prior knowledge and value addition. It is concluded that a carefully packaged ODL as an adult education is an important tool and an entry point if we are to reverse social economic insecurity in addition to professional development and updating.An emphasis on life-work-learning connection as ODL implies is essentially an operational aspect of the lifelong learning as displayed in a contemporary social development setting. It is recommended that a comprehensive ODL policy in the context of adult education need be institutionalized to mark the operations and recognition.

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